i
IMPROVING STUDENTS’ VOCABULARY MASTERY USING
BEYOND CENTERS AND CIRCLE TIME METHOD
( A Classroom Action Research in the Islam Kindergarten of Fahimna
Surakarta in the Academic Year 2008/2009 )
A Thesis
By:
Tuminah
NIM: S.890907030
ENGLISH EDUCATION DEPATMENT
GRADUATE SCHOOL
SEBELAS MARET UNIVERSITY
SURAKARTA
2009
ii
APPROVAL
IMPROVING STUDENTS’ VOCABULARY MASTERY USING
BEYOND CENTERS AND CIRCLE TIME METHOD
( A Classroom Action Research in the Islam Kindergarten of Fahimna
Surakarta in the Academic Year 2008/2009 )
Tuminah
S890907030
This thesis has been approved by the Board of Thesis Examiners of The English
Education Department, Graduate School of Sebelas Maret University, Surakarta on June
16, 2009.
Supervisor I Supervisor II
Prof. Dr. Joko Nurkamto, M.Pd Drs. Sukamto, M.Sc. NIP: 131 658 565 NIP: 130 814 584
The Head of English Education Department
Graduate School
Sebelas Maret University
Dr. Ngadiso, M.Pd NIP: 131 792 932
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LEGITIMATION FROM THE BOARD OF EXAMINERS
IMPROVING STUDENTS’ VOCABULARY MASTERY USING
BEYOND CENTERS AND CIRCLE TIME METHOD
(A Classroom Action Research in the Islam Kindergarten of Fahimna
Surakarta in the Academic Year 2008/2009 )
Tuminah
S890907030
This thesis has been examined by the Board of Thesis Examiners of The English
Education Department, Graduate School of Sebelas Maret University, Surakarta on
…………………., 2009.
Board of The Examiners: Signature
Chairman: Dr. Sujoko, M.A. (……………………….) NIP. 130 817 794 Secretary Dr. Ngadiso, M.Pd (……………………….) NIP. 131 792 932 Members: 1. Prof. Dr. Joko Nurkamto, M.Pd. (……………………….) NIP. 131 658 565
2. Drs. Sukamto, M.Sc. (……………………….) NIP. 130 814 584
The Director of Graduate School The Head of English Education Department
Sebelas Maret University Graduate School Sebelas Maret University
Prof. Drs. Suranto, M.Sc., Ph.D. Dr. Ngadiso, M.Pd NIP. 131 472 192 NIP. 131 792 932
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PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “Improving Students’
Vocabulary Mastery Using Beyond Centers and Circle Time Method (A Classroom
Action Research in the Islamic Kindergarten of Fahimna in Academic Year
2008/2009)”. It is not a plagiarism or made by others. Anything related to others’ work
is written in quotation, the source of which is listed on bibliography.
If then this pronouncement proves incorrect, I am ready to accept academic
punishment, including the withdrawal or cancellation of my academic degree.
Surakarta, May, 2009
Tuminah NIM. S890907030
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ABSTRACT
Tuminah, S890907030: Improving Students’ Vocabulary Mastery Using Beyond Centers and Circle Time Method (A Classroom Action Research in the Islam Kindergarten of Fahimna Surakarta in the Academic Year 2008/2009). Surakarta: English Education Department Graduate Program University of Sebelas Maret. This thesis is written to improve the students’ vocabulary mastery. The problem highlighted in this research is the low vocabulary mastery of Kindergarten students in Fahimna Surakarta that is caused by (1) the students’ difficulties in understanding meaning; (2) the students’ difficulties in using English words; (3) the students’ difficulties in pronouncing the words. The research is conducted in three cycles from April 2008 to March 2009 in group B of Islam Kindergarten of Fahimna Surakarta. The procedure of the research consist of identifying the problem, planning the action, implementing the action, observing the action, and reflecting the result of the research. In collecting the data, the researcher uses observational technique supported with test. The researcher finds quantitative data by doing the test. The tests are in the form of pre-test and post-test. In finding qualitative data, the researcher does direct observation in the classroom, interviews the teacher and the students. The quantitative data are analyzed by descriptive statistics. The qualitative data are analyzed by Constant Comparative Method.
The result of the research shows that Beyond Center and Circle Time Method (BCCT) can improve the students’ vocabulary mastery. There is significant improvement in the result of pre-test and post-test of cycle one, two, and three. The mean in pre-test is 6.2. In cycle one the mean is 6.7, in cycle two the mean is 8.2, and in cycle 3 the mean is 8.8. The data prove that BCCT method really improve the students’ vocabulary mastery. First, they get vocabulary meaning from the main activities in the corner. Second, their ability in pronouncing English words improves through presentation in the circle time. Third, their ability in using English words improves through production phase. Fourth, creating interesting activities in the corner can make the students interested in learning English. Anyhow, there are some weaknesses of using BCCT method. When the teacher doesn’t have an ability to manage the class well, the classroom situation will be very crowded. If the teacher isn’t creative and innovative in creating activities in the corner, some students don’t join in the corner’s activities. The teacher should use interesting media, so that the students will be interested in joining English lesson. The institution should prove the required facilities to support teaching and learning process. The other researcher should prepare the planning of the research well in order to get a good result. Besides, the researcher should learn the characteristics of very young learners. Therefore, she/he will be able to overcome the problems related to the students’ psychological. The teacher must not either stay in her chair or stand in one place. The teacher has to give the instruction as explicit as possible. It will be better the teacher uses Total Physical Response (TPR). The use of TPR will be easier for the students to response the instruction. Through BCCT method, the students can play in the corner while they are learning. The teacher should be creative and innovative in creating activities in the corner to improve students’ vocabulary mastery.
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MOTTO
Fa inna ma’al ‘usri yusran
After difficulties, there will be ease.
Sesungguhnya setelah kesulitan, akan ada kemudahan.
(QS. Al Inssyirah: 6 )
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DEDICATION
This thesis is dedicated to:
Her Mother and Father for their love, affection, patience, support and prayer along her
life, they show her the true of life.
Her beloved husband, Condro Hadi Wasito, for his love, affection, patience, attention
never ending supports in facing this life.
Her smart daughter, Zhafira Anisa Chandra who always reminds her to finish this thesis.
Her beloved son, Muhamad Farhan Mahdy Chandra who always gives her inspiration.
Her beloved sisters and brother for their love and praying.
Her beloved parent in law: Ibu Siti Aisyah, she is proud of being part of their family.
All her friends.
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ACKNOWLEDGMENTS
Alhamdulillahirobbil’aalamiin. Praise be to Allah SWT, the Merciful Lord, the
writer can finish her thesis as one of the requirement for achieving the Graduate Degree
of the English Education Department.
The writer is aware that it would be impossible for her to complete the thesis
without help and encouragement from other people. Therefore, she wishes to express her
special gratitude and appreciation to:
1. The Director of Graduate School Sebelas Maret University for giving the writer
permission to write this thesis.
2. The Head of the English Education Department, Dr. Ngadiso. M.Pd. who gives
his permission to write this thesis.
3. Prof. Dr. Joko Nurkamto, M.Pd. and Drs. Sukamto, M.Sc., her consultants, for
giving her the advice, and guidance in accomplishing this thesis.
4. Rini Utami Aziz, S. Pd., as the headmaster of Islam Kindergarten Fahimna
Surakarta for facilitating the writer to collect the data.
5. Mr. Subur Supranoto and Mrs. Yuana as the teachers of class B (Matahari) who
always help the writer in conducting the research.
6. Miss. Husnul Imaroh and Mr. Abdul Ghofar Nawawi as her good friends for
help and advice.
7. Her beloved family: her mother and father, her husband Condro Hadi Wasito, her
daughter Fira and her son Farhan, her sisters and brother for their supports.
The writer realizes that this thesis is far from perfect. Therefore, she hopes and
accept every comment and suggestion. Finally, she expects that this thesis will be
beneficial for those who read it.
Surakarta, May, 2009
T.
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TABLE OF CONTENTS
TITLE PAGE ……………….……………………………………………… i
APPROVAL……………………………………………………………….. ii
LEGITIMATION OF THE BOARD OF EXAMINERS……………..……. iii
PRONOUNCEMENT……………..……………………………………….. iv
ABSTRAC………………………………………………………………….. v
MOTTO……..……………………………………………………………… vi
DEDICATION………..……………………………………………………. vii
ACKNOWLEDGMENT…………………………………………………… ix
TABLE OF CONTENTS…………………………………………………… ix
LIST OF FIGURE AND TABLE………………………………………….. xii
LIST OF APPENDICES……………………………………………….…… xiv
CHAPTER I. INTRODUCTION…………………………………………… 1
A. Background of study……………………………………… 1
B. Problems Statement………………………………………. 11
C. Objective of the Study..……………………………….…... 11
D. The Benefit of the Study…………………………………. 12
CHAPTER II. REVIEW OF RELATED LITERATURE ………………….. 14
A. The Nature of English Language Teaching (ILT)………… 14
1. Language……………….………………………………. 14
2. Language Learning…………………………………….. 22
3. Language Teaching…………………………. ………... 25
4. Some Methods for Teaching English………………….. 28
B. Vocabulary Mastery………………………………………. 32
1. The Definition of Vocabulary Mastery……………….. 32
2. Types of Vocabulary………………………………….. 34
3. Some Aspect of Vocabulary…..………………………. 36
4. Teaching and Learning Vocabulary…………………… 39
C. Beyond Center and Circle Time Method…………………. 41
1 The Definition of BCCT method……………………… 41
2. The Purpose of BCCT Method………………………... 42
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3. The Concept of BCCT Method………………………… 43
4. Conducting BCCT Method……………………………. 44
D. The Nature of Young Learners……………………………. 45
1. The Definition of Young Learners…………………….. 45
2. Young Learner’s Development………………………… 45
3. The Language Development of Children………………. 52
E. Teaching English to Young Learners……………………… 54
1. Factors for Maintaining motivation and Making
English Class Enjoyable……………………………….. 55
2. In the Classroom …………………………………….... 56
3. Classroom Organization ………………………………. 56
CHAPTER III. RESEARCH METHOGOLOGY……………………………. 61
A. The Setting and Time of the Research……………………. 61
B. The Subject of the Research………………………………. 63
C. The Method of the Research………………………………. 63
D. The Procedure of the Action Research…………………… 65
E. Data and Source of Data…………………………………… 71
F. Technique of Collecting Data……………………………… 71
G. Technique of Analyzing Data……………………………… 72
CHAPTER IV. RESEARCH FINDING AND DISCUSSION………………. 74
A. Introduction ……………………………………………….. 74
B. The Process of the Research……………………………….. 76
1. Cycle 1 ………………………………………………… 76
a. Planning the Action………………………………… 76
b. Implementation the Action…………………………. 79
c. Observing and Monitoring………………………….. 94
d. Reflection…………………………………………… 96
2. Cycle 2…………………………………………………. 99
a. Planning the Action………………………………… 99
b. Implementation the Action…………………………. 102
c. Observing and Monitoring………………………….. 117
d. Reflection …………………………………………… 120
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3. Cycle 3…………………………………………………. 123
a. Planning the Action………………………………… 123
b. Implementation the Action…………………………. 126
c. Observing and Monitoring………………………….. 140
d. Reflection …………………………………………… 144
e. Recommendation…………………………………….. 145
C. Discussion of Research Finding………………………….. 145
CHAPTER V. CONCLUSSION AND SUGGESTION………………………. 150
A. Conclusions………………………………………………. 150
B. Implications……………………………………………….. 152
C. Suggestions……………………………………………… 152
BIBLIOGRAPHY……………………………………………………………... 154
APPENDICES
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LIST OF FIGURE AND TABLE
Table 1. Types of Vocabulary, Their Features and The
Implication for Teaching and Learning. ………………….. 35
Table 2. The Research Activities Schedule………………………… 62
Figure 1. The Model of Action Research……………………………. 64
Figure 2. The Steps to do BCCT Method in First Meeting Cycle 1… 82
Table 3. The Improvement of Students’ Ability during Teaching
Learning Process in Cycle 1………………………………. 95
Table 4. The Students’ Problem and Its Solution…………………… 98
Figure 3. The Steps to do BCCT Method in Second Meeting Cycle 1 86
Figure 4. The Steps to do BCCT Method in Third Meeting Cycle 1 90
Figure 5. The Steps to do BCCT Method in first Meeting Cycle 2 105
Figure 6. The Steps to do BCCT Method in second Meeting Cycle 2 109
Figure 7. The Steps to do BCCT Method in third Meeting Cycle 2 114
Table 5. The Improvement of Students’ Ability during Teaching
Learning Process in Cycle 2……………………………… 118
Table 6. The Students’ Problem and Its Solution………………….. 122
Figure 8 The Steps to do BCCT Method in first Meeting Cycle 3 129
Figure 9 The Steps to do BCCT Method in second Meeting Cycle 3 133
Figure 10. The Steps to do BCCT Method in third Meeting Cycle 3 137
Table 7. The Improvement of Students’ Ability during Teaching
Learning Process in Cycle 3……………………………… 141
Table 8. The Result of each Test in Every Cycle…………………. 146
Table 9. The Students’ Problem and Its Solution…………………. 154
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LIST OF APPENDICES
Appendix 1 Time Scheduling in Action Research…………………. 157
Appendix 2 Field Note of Observation Cycle 1……………….…... 158
Appendix 3 Field Note of Observation Cycle 2………………….... 162
Appendix 4 Field Note of Observation Cycle 3…………………... 165
Appendix 5 Lesson Plan 1 of Cycle One………………………….... 168
Appendix 6 Lesson Plan 2 of Cycle Two……………………….….. 173
Appendix 7 Lesson Plan 1 of Cycle Three……………………….… 178
Appendix 8 Students’ Quiz for the First Cycle Meeting One……… 183
Appendix 9 Students’ Quiz for the Second Cycle Meeting Two and
Students’ Quiz for the Third Cycle Meeting Three ….. 184
Appendix 10 Supplement Material of Cycle 1, 2, and 3.……………... 185
Appendix 11 Blue Print……………………………………………….. 187
Appendix 12 Post Test for First Cycle ………………..……………… 188
Appendix 13 Post Test for Second Cycle……………………..………. 191
Appendix 14 Post Test for Third Cycle …………………………..….. 194
Appendix 15 The Key of Written and Oral Test Cycle 1 …………..… 198
Appendix 16 The Key of Written and Oral Test Cycle 2 …………..… 199
Appendix 17 The Key of Written and Oral Test Cycle 3 …………..… 200
Appendix 18 The Data of Result Daily Quiz ……………………..….. 201
Appendix 19 The Result of the Pre-Test Cycle 1………………..…… 202
Appendix 20 The Post-Test Result of the First Cycle……………..….. 203
Appendix 21 The Post-Test Result of the Second Cycle…………….. 204.
Appendix 21 The Post-Test Result of the Third Cycle…………….… 205
Appendix 22 The All Score Result of The English Test…………….. 206
Appendix 23 Interview the Teacher…………………………….……. 207
Appendix 24 Interview the Students…………………………………. 210
Appendix 25 Sample of Photographs Showing the Implementation of
BCCT Method in Group B Fahimna Kindergarten Solo. 211
Appendix 26 Letter of Permission………………………………….… 220
IMPROVING STUDENTS’ VOCABULARY MASTERY USING BEYOND CENTER AND CIRCLE TIME
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CHAPTER I
INTRODUCTION
A. Background of the Study.
Indonesians have to master English as an International language either for
communicative purpose or for academic purpose. English is used for mastering science
and technology. Mastering English as a means of communication and transferring
information in this global era becomes important reason for teaching English since the
early years of play group and kindergarten.
At the moment the ability of speaking English is really needed on many fields. In
Indonesia, English is taught and learnt as a compulsory subject from junior high school
until university level. English is learnt in elementary school as a local content and it is
also learnt in Kindergarten as a favorite program. English is taught in kindergarten just
for introducing the children English as a foreign language. Besides that, it functions to
give students basic knowledge of English so that they will do much better in elementary
school. Brewter, et al. (1992: 102) support the statement by saying that “early foreign
language learning also aims to prepare pupils for the more formal and exam-oriented
courses in next school.”
In many countries in the world, a foreign language such as English is learnt since
primary school or kindergarten. Brewster, Ellis, and Girard (1992: 12) say that “In most
countries, children are confronted with learning a foreign or second language at about
the age of eleven, except where an earlier start is made in primary or pre school.”
Learning English as early as possible is important. Some experts propose the
reasons of early learning of a foreign language. Long in Ur (1996: 287) says that an early
start to language learning is likely to lead to better long-term results if early learning is
maintained and reinforced as the child gets older. According to Ohlsen (1961: 269), there
is probably no best age for all individuals to begin to learn a foreign language. In
1
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childhood, the advantages are probably greater in developing linguistic flexibility and
learning directly the concepts of a second language.
From those statements above, it can be concluded that early learning of a foreign
language is recommended because, in long term, it will give better results for children.
Besides, in childhood, children have a greater opportunity in terms of the development of
linguistic flexibility and they have a better facility in understanding language than
adolescents.
Furthermore, they say that children who have benefited from a properly thought
out program of foreign language learning early, even if it has only been for two years, are
better prepared to respond to the teaching in the next school as a natural continuation and
development of what has gone before. (Brewter, 1992: 48). It means that learning a
foreign language early has an advantages for students to be prepared in learning process
in elementary school.
According to UU No. 20/2003, 1: 14 say that:
Pendidikan anak usia dini (PAUD) adalah suatu upaya pembinaan yang ditujukan kepada anak sejak lahir sampai dengan usia enam tahun yang dilakukan melalui pemberian rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut.
From the explanation above it can be concluded that the purpose of learning something
in the kindergarten or preschool just for preparing the next education.
The potential of children’s language trained and improved, because the children
will appear good in using language since under five years olds. According to Brumfit,
Moon, and Tongue (1997: 6), there are a number of reasons for teaching English at
primary level that do not rely simply on the claim that is the best time to learn language
well. One of them is the need to expose children from an early age to an understanding of
foreign cultures so that they grow up tolerant and sympathetic to others. This is similar
to what Brewster et al say: “Early foreign language learning in the more relaxed context
xvi
of primary school has a good change of encouraging children to take an interest and
develop a positive attitude towards the foreign country and its people” (1992: 50).
It means that by learning a foreign language early, children can have an understanding
about the country, the people, and also the culture where the language is spoken, so that
they have a positive attitude towards them.
Another reason for teaching English since early is the need for maximum learning
time for important languages-the earlier you start the more time you get. Brewster, et al.
propose the same opinion. They say that:
“One reason for starting to learn a foreign language two or three years earlier ( at five or six instead of eight or nine) might be simply to increase the total numbers of years spent learning the language in the belief that such an approach can’t but be of benefit, no matter what the circumstances” (1992: 23).
It means that the longer students learn a foreign language the better result they will get
from it. The students will have a lot of opportunity to learn English more.
Learning English particularly vocabulary is very important for supporting the
ability of speaking, listening, writing and reading. Without mastering vocabulary one
will face difficulties in improving the ability of communication with others, like the
expert states that “Without grammar very little can be conveyed, without vocabulary
nothing can be conveyed.” This is how the linguist David Wilkins summed up the
importance of vocabulary learning. His view is echoed in this advice to students from a
recent course book ( Dellar H and Hocking D, Innovation).
“If you spend most of your time studying grammar, your English will not improve very much. You will see most improvement if you learn more words and expression. You can say very little with grammar, but you can say almost anything with words!” (Thornbury:13, 2002). Most learners, too, acknowledge the importance of vocabulary acquisition. Here
are some statements made by learners, in answer to the question. How would you like to
improve your English?
“Oral is my weakness and I can’t speak a fluent sentence in English. Sometimes, I am lack of useful vocabularies to express my opinion.”
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“I’d like to enlarge my vocabulary (this word I also had to find in dictionary). Too often my speaking is hard caused by missing words. (Thornbury:14, 2002).
However, vocabulary teaching has not always been very responsive to such problems,
and teachers have not fully recognized the tremendous communicative advantage in
developing an extensive vocabulary. In other word, most of teachers don’t pay attention
much in developing teaching vocabulary. They teach much for grammar, reading,
speaking, listening, writing, etc,
To prepare students who are having good ability in communicating, the teacher
should pay attention much in teaching vocabulary. Therefore, the students don’t face
difficulties in building sentences, and the difficulties in speaking caused missing words
can be avoided. Teaching vocabulary can start from elementary or kindergarten when the
students still in optimum grow up. When they gain vocabulary from early education,
they can’t face problem in higher education.
In Indonesia teaching vocabulary hasn’t done optimal yet, it can be seen that the
average students face difficulties in speaking. When the students in speech competition,
they often stop speaking because they miss words. It caused their vocabulary is still
limited. Besides, the teacher doesn’t teach vocabulary to the students in early education
(elementary or kindergarten). The students who are having limited vocabulary will face
some problems, e.g. speaking, listening, reading, writing, etc.
Generally for secondary school, the teacher seldom teaches vocabulary, the
students get new vocabulary only by reading. Meanwhile, for elementary or kindergarten
the teacher still faces difficulties how to teach vocabulary to the students. The teacher
hasn’t found a good method how to teach vocabulary to the students. This paradigm
needs to overcome soon, therefore for the future the students will get successful in
learning vocabulary.
xviii
From the explanation above it can be concluded that vocabulary has an important
role in mastering English. By mastering vocabulary the students will study English
easily. This fact may support the English teacher to improve their role in teaching
English. It is hoped by increasing the teaching and learning process the problem will
overcome soon. The teacher is able to find a good method how to teach vocabulary to
the students.
In Fahimna Kindergarten, the students have difficulties in learning English,
particularly vocabulary in pronunciation, the use of words and understanding meaning.
The students don’t enjoy learning English. It can be seen from the result of test and
interviewing the teacher and students. In Fahimna Kindergarten, learning English
includes vocabulary, listening, and speaking. One of the teacher says that: “Yang
diajarkan di sekolah kami antara lain kosa kata, kalimat perintah sederhana, juga
percakapan sederhana.” ( SB, 2008: 5).
From the explanation above it can be concluded that vocabulary includes one of
material that is taught at Fahimna Kindergarten. Related to vocabulary mastery, the
students of Fahimna Kindergarten Surakarta face difficulties or problems as follows:
1. The students get difficulties in using words.
2. The students get difficulties in grasping the meaning.
3. The students get difficulties in pronouncing the words .
They can be seen from the result of daily quiz, the mean of their mark is not good (5.5).
(It can be seen at the appendix 18 p. 201).
From the result of the pre-test it can be concluded that the students have low ability in
learning English, especially mastering vocabulary (understanding meaning, the use of
words, and pronunciation). From 20 students, 3 students or
( 15%) gain good mark and 17 students or ( 85%). still get bad mark.
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Besides, the difficulties come from the students. From the result of interviewing
the student, one of the student says that one of her difficulties in learning English is how
to pronounce the words. Dalam mengucapkan bahasa Inggris itu agak sulit (NS, 2008:
9).
Because English is foreign language, most of the students have difficulties how to
pronounce the words. It is caused their mother tounge is Javanese, English is still
strange for most of them. Besides, some of them still have difficulties how to pronounce
the words because of the function of their tongue. (Javanese: pelo), in other words the
difficulties come from the students themselves.
Besides from the students, it is noticed that the difficulties come from the teacher
himself. The teacher doesn’t use the right method in teaching English, especially
vocabulary. The teacher doesn’t master any methods, therefore in teaching learning
process the teacher uses one method only. The students just study in the classroom
without doing something in other room or outside. It makes the students feel bored.
The material of teaching English is limited. In teaching learning process the
teacher uses the material from the LKS and internal curriculum. The teacher cannot
combine other material or create new material. The activities of students just focus in
coloring, drawing, imitating and speaking without playing. The teacher does not give
opportunity for the children for playing while they are studying. In this case, the
technique of teaching is not appropriate to children’s period.
He still has minimum English skill. Therefore, it makes the teaching learning
process monotonous and makes the students bored. The teacher seldom uses the media in
the classroom. To make the students easier in understanding English, using media is
very important, because it will be more interesting for the children. Without using good
media the teaching learning process become boring. The English teacher says that: “
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Saya kurang pede karena kadang belum menguasai betul (masih ragu-ragu)” (SS, 2008:
7).
Besides, the time is limited. In Fahimna Kindergarten, the students learn English
only 30 minutes every week. It is taught by the teacher with other material such as
Aqidah, Akhlaq, Javanese, Arabic, etc. Sometimes the teacher has difficulties in
managing the time, because he must teach other material beside English. Fahimna
Kindergarten is full day school, therefore the students have to study many fields
everyday. The English teacher says that: Sekitar 30 menit, tapi terintegrasi dengan
materi lain misalnya tema bentuk, warna, Aqidah,akhlaq dsb. (SS, 2008: 1).
To overcome the problems teacher has to find out the appropriate method of
teaching English for children. It is hoped the student gets the good result in mastering
vocabulary in English. Because of the reason, the researcher would like to provide a
suitable method which is expected to help the teachers as educator in improving students’
vocabulary.
Using beyond centers and circle time method (BCCT) may certainly be an
effective way of teaching English for children. BCCT method is a curriculum theme
series that is designed to provide a blend between a development and a didactic approach
to working with young children. This theme series will provide teachers with lesson ideas
that will allow opportunities to offer direct information while allowing children to
experiment and explore materials in order to create their own knowledge. There are a lot
of activities in BCCT method and the students can play in some places suitable to their
skill and interest while they are learning. They can study English indoor or outdoor. The
students have a lot of opportunities to play with their friends while they are on the
process of learning. The teaching learning process becomes more interesting for
children. They can play in the corners at least one hour, so they can enjoy learning
English.
xxi
Using BCCT method the teacher has opportunity to create new play or media that
is supporting the teaching learning process. Therefore, the teaching learning process
become more interesting for the students. The teacher is able to practice English while
giving instruction to the students using simple instruction, so they do not feel strange
with English, because they use it everyday. It can be done when the students in the circle
time or play in the corners.
In BCCT method there are many places for playing, they are called corner or
playing place. The corner consist of preparation corner, art corner, building corner,
nature corner, drama corner and pray corner. The corners are used for supporting the
teaching and learning process. Every student is able to use the corner suitable to his
interest. The teacher has to prepare them early, before learning English begins. In
BCCT method, there are three kinds of play, those are: (1) role play (micro and macro);
(2) building play; (3) sensory motor play.
BCCT is one of method that is suitable to children education, because in BCCT
method the students have a lot of time to learn especially English, because there are
many places using for teaching learning process and each place can be used for learning
English. The students are not bored. The students are able to study by playing. It is
suitable to children period, the children like playing. The activities in the corner help
learners to forget they are studying, they lose themselves in playing in many places.
Learning together in the corner involves the student actively in learning process. The
learners don’t feel bored, because they can choose a place for playing suitables to their
interest and need. It will be easier for the teacher to conduct the students in teaching
learning process. Hopefully, they can enjoy learning English by playing in many places.
In other words, learning by doing in BCCT method can be used for improving student’s
competence of vocabulary.
xxii
Hopefully, learning English using BCCT method the students will gain a lot of
advantages. First, they can study English indoor or outdoor, they can learn English
together in the corners, they can learn by playing. Second, the students will be more
active in doing activities, such as: answering teacher’s question, learning and working
together with their friends, making simple experiment, etc. Third, the students don’t
feel bored. Finally, they can enjoy learning English.
From the explanation above it can be concluded that BCCT is a method that is
designed to provide a blend between a development and a didactic approach to working
with young children, focused in children-centered in the corners. It is used to support
teaching and learning process where students are able to move from a corner to different
corner to improve their skill and knowledge.
B. Problem Statements
Based on the background above, the writer in her study formulates the problem
being studied as follows :
1. Can the use of beyond centers and circle time method improve students’ vocabulary
at Fahimna Kindergarten?
2. How active is the students in the classroom when the teacher applies BCCT method
at Fahimna Kindergarten?
3. What are the strengths and weaknesses of the implementation of BCCT method in
improving the students’ English vocabulary at Fahimna Kindergarten?
C. Objectives of the Study
General objective: the objective of the study is to overcome the students’ problem in
mastering vocabulary using learning by doing in beyond centers and circle time method
at Fahimna Kindergarten.
Specific objective: the objective of the study is to gain information about:
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1. Describing the improvement of students English vocabulary in the Kindergarten of
Fahimna Surakarta after being instructed by using Beyond Center and Circle Time
method;
2. To know how active is the students in the classroom when the teacher applies
Beyond Centers and Circle Time method at Fahimna Kindergarten?
3. To identify the strengths and the weaknesses of the implementation of Beyond
Centers and Circle Time method.
D. The Benefit of the Study
The result of the action research is expected to be able to give some advantages
for the students, the teacher, the school, and other researchers.
1. For the students
First, it can motivate students to study English. Through BCCT method, they will
get an enjoyable situation, they won’t feel bored. The students will get a better learning
system, they will be able to improve their ability to memorize vocabulary by using
beyond centers and circle time method. At last, they can learn English particularly
vocabulary easily.
2. For the Teacher
Second, by understanding the result of this study, the teacher can be careful in
selecting teaching technique in their class. It is hoped that the result of this study helps
teachers to teach vocabulary properly by using BCCT method for kindergarten students.
The teachers can improve their ability to make innovation, effective strategies, and
scenario of teaching vocabulary. It also enriches teacher’s technique to teach vocabulary
so that their problems that faced in classroom can be solved.
3. For the School
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Third, the school can compare the advantages of BCCT method to other method
in learning English. So the school will be more selective in determining the technique of
teaching English. Using BCCT method will be used for the school to increase the
quality of its out put. Therefore, the school will get good reputation from government or
society.
4. For other Researcher
Fourth, for other researcher the result of the research is able to use reference to
furthermore research in developing teaching vocabulary. It is hoped that the data can
open other researchers’ mind in completing vocabulary field research. Therefore, for
other research will be got a good result related to teaching vocabulary. The data can use
to improve other research, particularly the difficulties in mastering vocabulary.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of the following section: the theoretical description,
rationale, and action hypothesis. Meanwhile the theoretical description consist of the
nature of English language teaching (ELT), vocabulary mastery, beyond center and circle
time method (BCCT), the nature of young learners, and teaching English to young
learners. Here, the writer tries to elaborate the further discussion of each section above;
A. The Nature of English Language Teaching (ELT)
1. Language
1) The Definition of Language
According to Sapir in Lyons (1997: 3) language is a purely human and non-
instructive method of communicating idea, emotions and desire by means of voluntary
produced symbol. Definition of language are not difficult to find. Each of the following
statements about language, whether it was intended as a definition or not.
According to Bloch and Trager in Lyons (1997: 4) a language is a system of
arbitrary vocal symbols by mean of which a social group co-operates. What is striking
about this definition, in contrast with Sapir, is that it makes no appeal, except indirectly
and by implication to the communicative function of language.
According to Hall in Lyons (1997: 4) language is the institution whereby humans
communicate and interact with each other by means of habitually used oral-auditory
arbitrary symbol. Meanwhile, Chomsky in Lyons (1997: 7) states that a language
becomes a set (finite or infinite) of sentences, each finite in length and constructed out of
a finite set of elements. Pinkers in Brown (2000: 5 ) states that:
Language is a complex, specialized skill, which develops in the child spontaneously, without conscious effort or formal instruction, is deployed without awareness of its underlying logic, is qualitatively the same in every individual,
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and is distinct from more general abilities to process information or behave intelligently.
On the other hand, a synthesis of standard definition out of introductory textbook:
language is a system of arbitrary conventionalized vocal, written, or gestural symbol that
enable members of a given community to communicate intelligibly with one another.
From the explanation above it can be concluded that language is a system of
arbitrary conventionalized vocal, written, or gestural symbol that enable members of a
given community to communicate intelligibly with one another, it is a purely human and
non-instructive method of communicating idea, emotions and desire by means of
voluntary produced symbol.
2) The Function of Language
According to Halliday in Brown (2000: 29), who provides one of the best
exposition of language functions, using the term to mean the purposive nature of
communication, and outlined seven different functions of language, among others:
a) The instrumental function serves to manipulate the environment, to cause certain
events to happen. Sentences like “This court finds you guilty,” “On your mark, get
set, go!” or “Don’t touch the stove” have an instrumental function; they are
communicative acts that have a specific elocutionary force; they bring about a
particular condition.
b) The regulatory function of language is the control of events. “I pronounce you guilty
and sentence you to three years in prison” serves an instrumental function, but the
sentence “Upon good behavior, you will be eligible for parole in ten months” serves
more of a regulatory function.
c) The representational function is the use of language to make statements, convey facts
and knowledge, explain, or report-that is, to “represent” reality as one sees it. “The
sun is hot,” “The president gave a speech last night.” or even “The world is flat” all
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serve representational functions, although the last representation may be highly
disputed.
d) The interactional function of language serves to ensure social maintenance. “Phatic
communion,” Malinowski’s term referring to the communicative contact between
and among human beings that simply allow them to establish social contact and to
keep channels of communication open, is part of the interaction function of
language.
e) The personal function allows a speaker to express feelings, emotions, personality,
“gut –level” reactions. A person’s individuality is usually characterized by his or
her use of the personal function of communication. In the personal nature of
language, cognition, affect, and culture all interact.
f) The heuristic function involves language used to acquire knowledge, to learn about
the environment. Heuristic function are often conveyed in the form of questions
that will lead to answers. Children typically make good use of the heuristic
function in their incessant “why” question about the world around them.
g) The imaginative function serves to create imaginary system or idea. Telling fairly
tales, joking, or writing a novel are all uses of the imaginative function.
According to Van Ek and Trim (1990: 27-29), the functions of language consists
of:
(1) Imparting and seeking factual information
a) Identifying (defining) with suitable gesture this (one) that (one) these, those.
b) reporting (describing and narrating) for example: He says the shop is shut.
c) correcting (correcting a positive or negative statement.) for example: Va’letta is in
Italy, No (+ tag) No it isn’t or we didn’t go to London. Yes(+ tag) Yes you did.
d) Asking (for confirmation) Did you see him? (for information) How do you make
omelette? (seeking identification) What is this?, etc.
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(2) Expressing and finding out attitude
a) expressing agreement with a statement.
b) expressing disagreement with a statement
c) stating whether one knows or does not know a person, thing or fact.
d) enquiring whether someone knows or does not know a person, thing or fact, etc.
(3) Getting things done (suasion)
a) suggesting a course of action (involving both speaker and addressee)
b) agreeing to a suggestion
c) requesting someone to do something.
d) encouraging someone to do something, etc.
(4) Socialising
a) attracting attention
b) greeting people
c) replying to a greeting from a friend or acquaintance
d) addressing a stranger, etc.
(5) Structuring discourse
a) opening
b) expressing an opinion
c) enumenating
d) exemplifying, etc.
(6) Communication repair
a) signaling non-understanding
b) asking for repetition
c) asking for confirmation
d) asking for clarification, etc.
According to Jakobson in Abdullah (2006: 27) the functions of language is:
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(1) Emotive speech: Phychology function to express speaker’s feeling and emotion.
(2) Phatic speech: Statement function to maintain social relationship for certain
condition.
(3) Cognitive speech: Statement to express the real world or denotative or informative.
(4) Rhetorical speech: Statement function to influence hearer’s idea and behavior.
(5) Metalingual speech: Statement function to talk about the language, this is abstract
statement because it uses in speaking communication code.
(6) Poetic speech: Statement is used in specific form with showing aesthetic value.
Meanwhile, Popper in Abdullah (2006: 28) states that the functions of language
is:
(1) Expressive function is the function of language to express one’s idea.
(2) Signal function is the function of language relating to signal.
(3) Descriptive function is the function of language to describe something.
(4) Argumentative function is the function of language to give argumentation.
From the explanation above it can be concluded that the function of language is the
instrumental function, the regulatory function, Imparting and seeking factual information,
expressing and finding out attitude, etc. Language function has an important role in
learning language as a means of communication in written or spoken form. The
function of language depends on the speaker uses the language itself.
3) The Language Component
According to Elliot (2000: 50) there are four major components: phonology (or
sound), syntax (or grammar), semantic (or meaning), and pragmatic (or usage).
(1) Phonology
Every language possesses certain distinctive, fundamental sounds, which are the
phonemes of that language. These are the smallest language units. For example, the
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words thin and shin sound alike, but the initial sounds differ sufficiently to differentiate
the words, thus qualifying the initial sounds (th, sh) as phonemes. The smallest unit of
language to have meaning is the morpheme. Morpheme may be whole words or part of
words that signify meaning, such as the ending er, ed, or ing. The words older has two
morphemes old, signifying age, and er signifying comparison. Morphemes, are
composed of a series of phonemes (the morpheme er consists of two phonemes, while
old consist of three phonemes).
(2) Syntax
Morphemes are arranged in the grammar, or syntax of language. The task of any syntax
is to arrange morphemes in meaningful sentences. Grammatical studies have repeatedly
shown that any speaker can say and any listeners can understand an infinite number of
sentences. Children learn the syntactic rules of their languages with little adult
instruction.
(3) Semantic
As children acquire the basic of their language, they also learn the guidelines that make
language such a powerful tool. For example, by the age of 4 or 5, children will have
discovered that rules exits for combining sounds into words, that individual words have
specific meaning, and that there are rules for combining words into meaningful sentences
and for participating in dialogues. These rules help children to detect the meaning of a
word with which they are familiar, Called fast mapping, this technique enables children
to use context for a word’s meaning, thus helping them to continue rapid vocabulary
development. (Fast mapping is an excellent example of the interlocking relationship
between thought and language).
Grammar seems to be designed to convert ideas into word combinations. The relationship
between ideas and words is the source of meaning, or semantic. To integrate language
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elements, children must be able to represent various kinds of knowledge, to combine
them, and to evaluate their relevance in context.
(4) Pragmatics
Children must also learn how to use their language, which requires the development of
pragmatic skills. Language is a remarkably sophisticated developmental
accomplishment, one part of which is the increasing success children have in making
their communication clear.
All children, regardless of their native tongue, manifest similar pattern of language
development. The basic sequence of language acquisition is as follows:
a) At about 3 months children use intonation similar to those adults.
b) At about 1 year they begin to use recognizable words.
c) At about 4 years they have acquired the complicated structure of their native tongue.
d) At about 5 years children use adult like language.
e) At about 6 or 7 years they speak and understand sentences that they have never
previously used or heard.
The Sequence of Early Language Development
Language Age Crying From birth Cooing 2-4 months Babbling 4-6 months Single words 12 months Two word phrases 18 moths Longer phrase 2 years Short sentences and question 2-3 years
2. Language Learning
1) The Definition of Language Learning
According to contemporary dictionary in Brown (2000: 7) learning is acquiring
or getting of knowledge of subject or a skill by study, experience, or instruction.
According to Finocchiaro & Brumfit in Brown (2001: 45) language learning is learning
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structures, sounds, or words in Audio-lingual Method. Therefore, language learning is
learning to communicate in Communicative Language Teaching.
From the explanation above it can be concluded that language learning is getting
of knowledge of subject or skill by study, experience, or instruction and the purpose is
learning to communicate.
2) The Meaning of English Language Learning
The most obvious characteristics in language learning is that students use the
language a great deal through communicative activities such as games, role play, and
problem solving task (Larsen and Freeman, 2000: 129). Learning a language is not just
matter of mastering the structure of a language. Language is for communication. The
students have to interact a great deal with one another. They do this in various
configuration: pairs, triads, small groups, and whole group. Richards (2001: 161) gives
three elements in language learning. The first element is communication principle. The
activities that involve real communication promote learning. A second element is the
task principle. Activities in which language is used for carrying out meaningful task
promote learning. The third element is the meaningfulness principle: language that is
meaningful to the learner supports the learning process. Learning activities are
consequently selected according to how well they engage the learner in meaningful and
authentic language use rather than merely mechanical practice of language pattern.
3) The Types of Learning
Theories of learning of course do not capture all of the possible elements of
general principles of human learning. The educational psychologist Robert Gagne
(1965), ably demonstrated the importance of identifying a number of types of learning
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that all human being use. According to Gagne in Brown (2000: 92) types of learning-
from simple signal learning to problem solving, he identified eight types of learning:
(1) Signal learning. The individual learns to make a general diffuse response to a signal.
This is the classical conditioned response of Pavlov.
(2) Stimulus-response learning. The learner acquires a precise response to a
discriminated stimulus. What is learned is a connection or, in Skinnerian term, a
discriminated operant, sometimes called an instrumental response.
(3) Chaining. What is acquired is a chain of two or more stimulus-response connections.
The condition for such learning have also been described by Skinner.
(4) Verbal association. Verbal association is the learning of verbal chains. Basically, the
conditions resemble those for other (motor) chains. However, the presence of
language in the human being makes this a special type of chaining because internal
links may be selected from the individual’s previously learned repertoire of language.
(5) Multiple discrimination. The individual learns to make a number of different
identifying responses to many different stimuli, which may resemble each other in
physical appearance to a greater or lesser degree. Although the learning of each
stimulus-response connection is simple occurrence, the connection tend to interfere
with one another.
(6) Concept learning. The learner acquires the ability to make a common response to a
class of stimuli even though the individual members of that class may differ widely
from each other. The learner is able to make a response that identifies an entire class
of object or event.
(7) Principle learning. In simplest term, a principle is a chain of two or more concepts.
It functions to organize behavior and experience. In Ausubel’s terminology, a
principle is a “subsumer” – a cluster of related concept.
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(8) Problem solving. Problem solving is a kind of learning that requires the internal
events usually referred to as “thinking”. Previously acquired concepts and principles
are combined in a conscious focus on an unresolved or ambiguous set of event.
From the explanation above it can be concluded that these eight types of learning
that some types are better explained by certain theories than others. For example, the
first five types seem to fit easily into a behavioristic framework, while the last three are
better explained by Ausubel’s or Roger’s theories of learning. Since all eight types of
learning are relevant to second language learning, the implication is that certain “lower”
level aspects of second language learning may be more adequately treated by
behavioristic approaches and method, while certain “higher” order types of learning are
more effectively taught by method derived from a cognitive approach to learning.
3. Language Teaching
1) The Definition of Language Teaching
According to Brown (2000: 7) teaching is showing or helping someone to learn
how to do something, giving instructions, guiding in the study of something, providing
with knowledge, causing to know or understand. Brumffit (2006: 67) states that
teaching is not write or read, some attempts to teach English have been made but most
of them on a private basis, in small groups, usually within the family environment. In
this case, it is done by the teacher in Kindergarten level. Meanwhile, Ur (1996: 10)
teaching is the processes of presenting, practicing and testing.
From the explanation above it can be concluded that language teaching is showing or
helping someone to learn language, giving instructions, guiding in the study of language,
providing with knowledge, causing to know or understand. In teaching processes
consists of presenting, practicing and testing.
2) The Meaning of English Language Teaching
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Teaching a language does not mean teaching what the language is, but how
language is used in communication. Larsen and Freeman (2000: 128) state that the goal
of English teaching is to enable students to communicate in the target language. To do
this students need knowledge of the linguistic forms, meanings, and function. They need
to know that many different forms can be used to perform a function and also that a
single form can often serve a variety of functions. They must be able to choose form
among these the most appropriate form, given the social context, and the roles of
interlocutors.
3) Teaching styles
Teaching style is another affective consideration in the development of teacher’s
professional expertise. Teaching style with almost always be consistent with teacher’s
personality style, which can vary greatly from individual to individual. According to
Brown (2000: 201) there are many teaching styles:
Shy gregarious
formal informal
reserved open transparent
understated dramatic
rational emotional
steady moody
serious humorous
restrictive permissive
It is very crucial for the teacher to choose one of teaching style suitable to the
characteristic or teacher’s personality. Teaching style will influence students in
teaching learning process in the class. As teacher grow more comfortable with your
teaching roles in the classroom, teacher should be sure that teaching style is also
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consistent with the rest of teacher. The teacher can be most genuine in the classroom;
then, learn to capitalize on the strength of teacher’s teaching style.
4) The roles of teacher
According to Brown (2000: 23) a teacher has to play many roles, the roles are as
follow:
(1) The teacher as controller
Master controllers determine what the students do, when they should speak, and what
language forms they should use.
(2) The teacher as director
Some interactive classroom time can legitimately be structured in such a way that the
teacher is like conductor of an orchestra or director of a drama. In this case, the
teacher should keep the process flowing smoothly and efficiently.
(3) The teacher as manager
This metaphor captures your role as one who plans lessons, modules, and courses,
and who structures the larger, longer segments of classroom time, but who then
allows each individual player to be creative within those parameters.
(4) The teacher as facilitator
A less directive role might be described as facilitating the process of learning, of
making learning easier for students: helping them to clear away roadblocks, to find
shortcuts, to negotiate rough terrain.
(5) The teacher as Resource
Here the teacher take the least directive role. In fact, the implication of the resource
role is that the student takes the initiative to come to the teacher. The teacher is
available for advice and counsel when the student seeks it.
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4. Some Methods for Teaching English
1) The grammar Translation Method
The Grammar Translation Method was first introduced to teach modern languages
in public school in Prussia at the end eighteenth century. The primary goals of this
method were to prepare students to read and write classical materials and to pass
standardized exam (Howatt in Coady, 1997: 5). This method used classical literature
chosen for its intellectual content as materials; it was typically assumed that most
students would never actually use the target language but would profit from the mental
exercise.
Prator and Celse-Murcia in Brown ( 2000: 19) state that the major characteristics
of Grammar Translation:
(1) Classes are taught in the mother tongue, with little active use of the target language.
(2) Much vocabulary is taught in the form of list isolated words.
(3) Long, elaborate explanations of the intricacies of grammar are given.
(4) Reading of difficult classical text is begun early.
(5) Little or no attention is given to pronunciation, etc.
On the other hand, one can understand why Grammar Translation remains so
popular. It requires few specialized skills on the part of teachers. Test of grammar rules
and of translations are easy to construct and can be objectively scored. Many
standardized test of foreign languages still do not attempt to tap into communicative
abilities, therefore the students have little motivation to go beyond grammar analogies,
translations, and rote exercises.
2) The Direct Method
The Direct Method, the best known of several “natural” method introduced
toward the end of the nineteenth century, benefited from the debate that ensued during
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the Reform Movement, though it wasn’t considered grounded in linguistic theory by
Sweet and other leaders (Richards & Rodgers in Coady, 1997: 8). The Direct Method
stated that interaction was at the heart of natural language acquisition. Its proponents
used the target language as the language of instruction in small, intensive classes
consisting of carefully graded progression of question and answer exchange.
Richards and Rodgers in Brown (2000: 21) summarized the principles of the
Direct Method:
(1) Classroom instruction was conducted exclusively in the target language.
(2) Only everyday vocabulary and sentences were taught.
(3) Grammar was taught inductively.
(4) Both speech and listening comprehension were taught.
(4) Correct pronunciation and grammar were emphasized, etc.
3) The Audio-lingual Method
The audio-lingual method (ALM) was developed by American structural linguists
during World War II, when governmental and institutional support was available for the
teaching of foreign language. This approach suggested that most problems experienced
by foreign language learners concern the conflict of different structural systems. With
grammar or structure as its starting point and the belief that language learning is a process
of habit formation, the audio-lingual method paid systematic attention to pronunciation
and intensive oral drilling of basic sentence patterns.
The characteristics of the ALM may be summed up in the following list (adapted
from Prator & Celce-Murcia in Brown 2000: 23):
(1) New material is presented in dialogue form.
(2) Structural patterns are taught using repetitive drills.
(3) Vocabulary is strictly limited and learned in context.
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(4) There is much use of tapes, language labs, and visual aids.
(5) Great importance
4) Communicative Language Teaching
In general, communicative language teaching strive to “make communicative
competence the goal of language teaching and to develop procedures for the teaching of
the four language skills that acknowledge the interdependence of language and
communication (Richards & Rodgers in Brown, 2000: 13). Communicative methods
have the common goals of bringing language learners into closer contact with the target
language and of promoting fluency over accuracy (Stern in Brown, 2000: 13).
According to Nunan in Brown (2000: 43) there are six interconnected
characteristics as a description of CLT:
(1) Classroom goals are focused on all of the components (grammatical, discourse,
functional, sociolinguistic, and strategic) of communicative competence.
(2) Language techniques are designed to engage learners in the pragmatic, authentic,
functional use of language for meaningful purpose.
(3) Fluency and accuracy are seen as complementary principles underlying
communicative techniques. At times fluency may have to take on more importance
than accuracy in order to keep learners meaningfully engaged in language use.
(4) Students in a communicative class ultimately have to use the language, productively
and receptively, in unrehearsed context outside the classroom.
(5) Students are given opportunities to focus on their own learning process through an
understanding of their own styles of learning and through the development of
appropriate strategies for autonomous learning.
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(6) The role of the teacher is that of facilitator and guide, not an all-knowing bestower
of knowledge. Students are therefore encouraged to construct meaning through
genuine linguistic interaction with others.
5) The Natural Approach
The Natural Approach is “similar to other communicative approaches being
developed” during this period (Krashen & Terrell in Coady, 1997: 15), but it is based on
its own set of hypotheses. Designed primarily to “enable a beginning student to reach
acceptable levels of oral communicative ability in the language classroom” (Krashen &
Terrel in Coady, 1997: 15). The Natural Approach is based on a theoretical model
consisting of five hypotheses: (1) the Acquisition – Learning Hypotheses (the distinction
between “natural” acquisition as seen in L1 and the formal learning that emphasizes
conscious rules and error correction); (2) the Natural Order Hypothesis (that grammatical
structures tend to be naturally acquired in a somewhat predictable order without artificial
sequencing of input), (3) the Monitor Hypotheses (that conscious learning has the limited
function of “monitoring” or editing language performance); (4) the Input Hypotheses
(that language is acquired when input is in an interesting and relevant context that is
slightly above one’s current level of competence); and (5) the Affective Filter Hypotheses
(that attitudinal factors are related to language acquisition; acquirers with a “low
affective filter” –an optimal attitude-will be more receptive and more likely to interact
with confidence).
B. Vocabulary Mastery
1. The Definition of Vocabulary and Mastery
Vocabulary refers to the words that people must know to communicateeffectively
(in http.// www. nufl.gov/partner first vocab.html). It means that vocabulary is words that
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people use to communicate one another. The words must be understood by speaker and
hearer.
Vocabulary is a set of words known to a person or other entity, or that part of
specific language (in http:www.answers.com/topic/vocabulary). Vocabulary is all the
words of language. Vocabulary plays important part in learning to read and also to speak.
Children learn the meaning of most words indirectly, through everyday experiences with
oral and written language.
According to Ur (1996: 60) vocabulary is the words we teach in the foreign
language. It means that all words in foreign language that have been taught by teachers
in order that the students can use those words in sentences or daily communication.
However, a new item of vocabulary may be more than a single words: for example, post
office and mother-in-low, which are made up of two or three words but express a single
idea. There are also multi-word idioms such as call it a day, where the meaning of the
phrase cannot be deduced from an analysis of the component words. A useful convention
is to cover all such cases by talking about vocabulary ‘item’ rather than ‘words’.
According to Virginia (1983:7) there is one English word that is known
everywhere. The word is cowboy. This remark has certain amount of truth. Such word
as rock star and cowboy seem to be known (by almost every young person, at least).
Indeed such English words are usually learned without being taught, without being
explained or drilled in class.
Based on the definition above, vocabulary in this study is the words we teach in
the foreign language. It means that all words in foreign language that have been taught
by teachers in order that the students can use those words in sentences or daily
communication. It is a set of words known to a person or that part of specific language.
Vocabulary plays important part in learning to read and also to speak. Children learn the
xlii
meaning of most words indirectly, through everyday experiences with oral and written
language.
According to Bloom in Winanti (2006: 15), mastery is regarded as the ability of a
student to implant the essence of the lesson given in a whole. Mastery means natural or
acquired facility in specific activity: ability, art, command, craft, proficiency, skill, and
technique (in http: //www.answer.com/topic/mastery). It can be said that mastery is
possession of skill, ability, and technique in conducting a certain activity.
From the explanation above vocabulary mastery means an ability of student to
use all the words of language in conducting communication. It means that mastery is
regarded as the ability of a student to implant the essence of the lesson given in a whole.
Meanwhile, vocabulary is all the words of language. In other words, vocabulary mastery
means an ability to use a number of words as means for making communication with
others.
2. Types of Vocabulary
Thordike and Lorge in (Nation, 1990: 19) define types of vocabulary as follow:
Tabel 1: Types of Vocabulary, their features, and the Implication for Teaching and
Learning
Types of Vocabulary
Number of words
Frequency Coverage of text
Origins Implications for teaching and learning
High-frequency word Academic vocabulary
2,000 800
Occur frequently Occur frequently in most kinds of academic texts
About 87% of the of the running words in a text About 8% of the running words in academic texts
About half are from Latin, French, or Greek
Spend a lot of time on these words. Make sure they are learned. If learners are in upper secondary school or in tertiary education., spend a lot of time on these
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Technical vocabulary Low frequency words
About 1,000 to 2,000 for each subject. About 123,000
Occur, Some times frequently, in specialized texts Do not occur very frequently
About 3 % of the running words in a specialized text. About 2 % or more of the words in any text
words. Make sure they are learned. Learning the subject involves learning the vocabulary. Subject teachers can deal with the vocabulary, but the English teacher can help with learning strategies. Teach strategies for dealing with these words themselves do not deserve teaching time
Based on the table above, it can be concluded that kindergarten students use low-
frequency word (about 123,000). It is noticed that vocabulary which is used for
academic students will be more than secondary students. It causes the level and ability of
the students are different. Besides, the student’s need will influence in using vocabulary.
Students who live near tourism object will need more vocabularies, because they need a
lot of vocabularies to practice the language with foreigner.
3. Some Aspects of Vocabulary
According to Ur (1996: 60-62) there are some aspects of vocabulary that should
be taught or mastered by students in learning foreign language, as follow:
1) Form: pronunciation and spelling
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The learner has to know what a word sound like (its pronunciation) and what it looks like
(its spelling). These are fairly obvious characteristics, and one or the other will be
preserved by the learner when encountering the item for the first time. In teaching,
teachers need to make sure that other these aspects are accurately presented and learned.
2) Grammar
The grammar of new item will be necessary to be taught if this is not obviously
covered by general grammatical rules. An item may have an unpredictable change of
form I certain grammatical contexts may have some idiosyneratic way of connecting with
this information at the same time as teachers teach base form. When teaching new verb,
for example, teacher must give also its past form, if this irregular (think, thougt).
Similarly, when teaching noun, teachers may wish to present its plural form, if it is
irregular (mouse, mice).
3) Aspect of Meaning: denotation, connotation, appropriateness
The meaning of a word is primarily what it refers to in the real world, its
denotation; this is often the sort of definition that is given in a dictionary. For example,
dog denotes a kind of animal; more specifically, common, domestic carnivorous
mammal; and both dank and moist mean slightly wet.
A less obvious component of the meaning of an item is its connotation: the association, or
positive or negative feeling it evokes, which may or may not be indicated in a dictionary
definition. The word dog, for example, as understood by most British people, has
positive connotation of friendship and loyalty.
A more subtle aspect of meaning that often needs to be taught is whether a
particular item is the appropriate one to use in a certain context or not. For example,
learners may know that weep is virtually synonym in denotation with cry, but it is more
formal, tends to be used in writing more than speech, and is in general much less
common.
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4) Aspect of meaning; meaning relationship
How the meaning of one item relates to the meaning of others can also be useful
in teaching. There are various such relationship: here are some of the main ones.
(a) Synonyms: item that mean the same, or nearly the same; for example, bright, clever,
smart may serve as synonym of intelligent.
(b) Antonym: items that mean the opposite; rich is an antonym of poor.
(c) Hyponyms: items that serve as specific examples of general concept; dog, lion, mouse
are hyponyms of animal.
(d) Co-hyponym or co-ordinates: other items that are the ‘same kind of thing’; red, blue,
green and brown are co-ordinates.
(e) Superordinates: general concepts that ‘cover’ specific items; animal is the
superordinates of dog, lion, mouse.
(f) Translation: word or expression in the learners’ mother tongue that are more or less
equivalent meaning to the item being taught.
5) Word formation
Vocabulary items, whether one-word or multi-word, can often be broken down
into their component ‘bits’. Exactly how these bits are put together is another piece of
useful information-perhaps mainly for more advanced learners. The teacher may wish to
teach the common prefixes and suffixes: for example, if learners know the meaning of
sub-, un- and –able, this will help them guess the meaning of words like substandard,
ungrateful and untranslatable. Another way vocabulary items are built is by combining
two words(two nouns, or gerund and noun, or a noun and verb) to make one item. For
example: bookcase, follow-up, swimming pool.
From the explanation above it can be concluded that there are some aspects such as
pronunciation, spelling, grammar especially to make simple sentences, meaning dealing
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with denotation, superordinates, hyponym, which are used by the researcher to conduct
teaching vocabulary and are used in test the students’ vocabulary mastery.
4. Teaching and Learning Vocabulary
According to Virginia (1983: 8) in teaching vocabulary, teacher has to notice
about learning vocabulary in and out of class:
“ In some years ago, students were learning words for familiar object such as words in the mother tongue. Quite probably, each word came to the child’s attention as part of an experience that had special importance for him. Perhaps the words for window and door were learned when he heard an adult said (in home language), “grandma’s gone, but we will go to the window and wave goodbye,’ and “Daddy’s here! Let’s go to door and let him in.” Of course we don’t know what really occurred on the day when the child learned those words in his own language, but one thing is sure. We do will need someday. The first word is window. Window means……” Yet that is how vocabulary is often presented in the language class”. To think about vocabulary lesson in this way, there are five facts that must be
considered:
1. Foreign words for familiar object and persons are important to teach, but we cannot
expect most members of the class to learn them easily.
2. Teaching such words will require special skill because students often fell their native-
language words for familiar object and persons are all they really need.
3. Students are very likely to feel that foreign words for familiar objects are not really
needed when the foreign language is not used for communication outside the
language calls.
4. When a student feels no real need to learn something, a feeling of need must be
created by the teacher.
5. To create in students’ minds a sense of personal need for a foreign word. It is not
enough to say, “Here is a word to learn.” Here is what the word means.” The word
will be useful to you someday.
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From the explanation above, it can be concluded that teachers should teach
foreign words for familiar object and persons and remember not all of the students learn
new vocabulary easily. Beside that teaching such words need teachers’ special skill like
creating high motivation and good environment to conduct enjoyable activities that later
on they will need to use these words.
In classes where one language is not mastered by all the students, the teacher
needs particular skill. Teacher must provide definition in English, using words the class
can understand for vocabulary lesson for the first stage of English instruction, especially
for beginners, teachers use three ways to present the meaning of vocabulary:
1. picture
2. Explanation in the students’ own language
3. Definition in simple English, using vocabulary that the students already know.
In all three cases teachers call attention to the meaning after calling attention to
the English word. It is really best to draw students’ attention first to the new word, then
to its meaning. It is interesting to compare this order with the order of events in learning
of vocabulary in one’s mother tongue. During a child’s early years, what happens first is
this: the child has an experience with some object (perhaps a new toy dog). While his
attention is on the dog, the child then hears the name of the object which attracted his
interest. (Perhaps some adults say, “What a nice dog!” or “ Put away that dog and come
to dinner”). First the child’s attention is drawn to the dog; then the child gets the word
that names it.
Based on the statement above, it can be concluded that in teaching vocabulary
teachers should create their need in learning language, create sense of need for words,
and show the meaning of words that can support their learning about vocabulary. The
teacher should create new technique in presenting new vocabularies so that the students
don’t feel bored particularly in Kinder garden or Elementary school.
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C. Beyond Center and Circle Time Method (BCCT)
1. The Definition of BCCT Method
According to Pamela (2006: 3) beyond Centers and Circle Time Method is a
curriculum theme series that is designed to provide a blend between a development and a
didactic approach to working with young children. This theme series will provide
teachers with lesson ideas that will allow opportunities to offer direct information while
allowing children to experiment and explore materials in order to create their own
knowledge. The Beyond Centers and Circle Time Curriculum Pre-Kindergarten Theme
series is written to offer support to educators and parents who wish to maintain a balance
between supporting their child’s acquisition of skill and knowledge that will prepare
him/her for later school success and the joy and delights of experiencing a playful
childhood. (www// BCCT Pre-K Theme series .com). This curriculum is created by
Pamela in Florida.
According to Wartanto (2006: 14) BCCT method is An approach in early children
education focused in learning process centered in playing place and when the children on
the corners, they used four kinds of basics for supporting the development of children.
Those basics are: (1) environment play; (2) before play; (3) During play; and (4) After
play.
According to Siantayani (2005: 6) BCCT method is a method in education of age
child early focused in children-centered in the corners is used for teaching and learning
process where a student is able to move from corner to different corner in order to
increase their skill and knowledge. In this case, the students have more time to learn
while they play in the corners. Besides, they can learn something, they can make
association with others.
From the explanation above it can be concluded that BCCT method is a method
that is designed to provide a blend between a development and didactic approach to
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working with young children, focused in children-centered in the corners using for
supporting teaching and learning process where students are able to move from corner to
different corner to improve their skill and knowledge.
2. The Purpose of BCCT Method
The purposes of BCCT method are:
1. To create the learning process which is enjoyable, interesting, existing and
developing children’s mind.
2. To create the learning process which is suitable for children’s development. (
Wartanto, 2006: 23).
3. The Concept of BCCT Method
1. All learning process is based on empirical theory and experience.
2. Learning process is subjected to stimulate all child intelligence aspect (plural
intelegence) through planned playing and teacher support in term four basis.
3. Playing environment is placed in first base that will stimulate the child to be
active, creative and think by explore self- experience.
4. Use permanent standard at every learning process that include: (1) The teacher
prepares playing environment as fundamental thing to support child
development; (2) There is a teacher who greeting child arrival and giving them
adaptation time; (3) All children participate at opening play with teacher
guidance; (4) The teacher gives toilet time and drink rotation of arrival; (5) The
children join with their group with teacher guidance; (6) The teacher and
children sit down together in circle position as base experience before play; (7)
The teacher gives adequate time to apply activity playing center accordance to
schedule; (8) The teacher gives explanation at playing center; (9) The teacher and
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the children setting right the tool and playground together; (10) The teacher gives
toilet time and drink rotation of arrival; (11) The teacher and the children sit
down together in round as base experience after play; (12) The teacher and the
children eat self-meal (not in break time); (13) Closing activity; (14) Go home in
rotation; (15) The teacher setting right the playground, check the record and
administration equipment; (16) The teachers discuss day evaluation and netx
planning; (17) The teachers go home.
5. Teacher must follow training before apply this method.
6. Involve parents and family as integrated learning process to support child activity
at home. (Wartanto, 2006: 17)
4. Conducting BCCT Method
Steps in conducting of BCCT method:
1. Child’s need orientation. Learning activities are subjected to accomplish the requirement of
child’s growth individually.
2. Learning activities have to do by playing at. Playing will stimulate child to explore with
surrounding things, and then know about it.
3. Stimulating creativity and innovation. The creativity and innovation drawn at activity that
make child interest, focus, serious, and concentrate.
4. Providing learning supporting environment. The environment have to be interesting and
pleasing for child when they are playing.
5. Developing child life skill. Life skill instructed to help the child become self-supporting,
discipline, able to have socialization, and own base skill which is good for its life later.
6. Using of various source and media learning exists at environment of about.
7. Applying step bt step and repeatedly accordance to principle of child growth.
8. Integrating education stimulation included all growth aspects. In fact, child activity will
develop child’s growth aspect. Teacher role is facilitate optimum child growth aspect.
(Wartanto, 2006: 20)
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D. The Nature of Young Learners
1. The Definition of Young Learners
According to Harley, et al. in Cameron (2001: 15) young learners is a group of
children (7-8 years) that are studying a foreign language, they seem to pay more
attention to sound and prosody (the ‘music’ of an utterance), whereas older elder children
(12-14) are more attentive to cues of word order. Meanwhile, Brumfit (1996: 67) states
that young learners is a group of children level of age five to six, where they learn
language without reading and writing. Lack of formal support has meant a scarcity of
material and syllabuses. According to Phillips (2000: 23) young learners is a group of
students level of age eleven to twelve, where they learn language by various activities.
From the explanation above it can be concluded that young learners is a group of
students level of age five to fourteen, where every stage they have some characteristics
suitable to their level of age. When they learned language, the teacher should choose the
right method or technique so that the young learners are able to study suitable to their
ability and interest.
2. Young Learner’s Development
Young learners’ development consists of:
a. Cognitive Development
b. Affective
c. Psychomotor
( http: //www.kidsdevelopment.co.uk.html)
a. Cognitive Development
Piaget (in Scott, 2002: 14) states that a child has four stages of Cognitive Development
as follows:
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1. Sensorimotor 0-2 years.
This stage has some characteristics such as it begins to make use imitation, memory, and
thought; it also begins to recognize that objects do not cease to exist when they hidden. It
moves from reflex actions to goal-direct activity.
2. Preoperational 2-7 years
It gradually develop use of language and ability to think in symbolic form, able to think
operations through logically in one direction; it also has difficulties seeing another
person’s point of view.
3. Concrete Operation 7-11 years
Most of children are able to solve concrete (hands-on) problems in logical fashion,
understand laws of conversation and are able to classify and seriate. They also understand
revisibility.
4. Formal operational 11-adult
In this stage they are able to solve abstract problems in logical fashion. They become
more scientific in thinking and develop concerns about social issues. Before they learn to
speak, children communicate through crying, smiling, and body movement. By the end
of the first year, more or less, most children have their first word. They have entered
what psychologists call the one word stage.
From the explanation above, it can be concluded that children have stages in
developing their cognitive based on their age. The more their age the more activities that
they can do. Including they use language, the more their age they can master a lot of offer
from others. The development of their language depends on their age. After formal
operation stage they can solve the problem they faced.
b. Affective
According to Brown (2000: 143) affect refers to emotion or feeling. The affective
domain is the emotional side of human behavior, and it may be juxtaposed to the
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cognitive side. The development of affective states or feelings involves a variety of
personality factors, feelings both about themselves with whom they come into contact.
The affective domain includes many factors: self-esteem, extroversion, inhibition, risk-
taking imitation, anxiety attitudes, and emphaty (Brown, 2000: 145).
1) Self- Esteem
Self esteem is probably the most pervasive aspect of human behavior. It could be
easily claimed that no successful cognitive or affective activity can be carried out without
some degree of self-esteem, self confidence, knowledge of yourself, and belief in your
own capability for the activity. Self esteem may determine for successful person, if a
human being have good self-esteem he will be optimize in facing his life.
2) Inhibition
All human beings, in their understanding of themselves, build sets of defenses to
protect the ego. The newborn baby has no concept of its own self; gradually it learn to
identify a self that is distinct from others. In childhood, the growing degree of awareness,
responding, and valuing begin to create a system of affective traits that individuals
identify with themselves. In adolescence, the physical, emotional, and cognitive changes
of the pre-teenager and teenager bring on mounting defensive inhibition to protect a
fragile ego, to ward of ideas experiences, and feeling that threaten to dismantle the
organization of values and beliefs on which appraisals of self esteem have been founded.
The process of building defense continues into adulthood.
According to Guiroa and Ehrman (in Brown, 2000: 147) human ego refers to
language ego or their very personal, egoistic nature of second language acquisition.
Meaning language acquisition involves some degree of identify conflict as language
learners take or a new identity with their newly acquired competence. An adaptive
language ego enables learners to lower the inhibitions that may impede success.
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From the explanation above it can be concluded that there are a number of steps
that should be taken by teacher to create technique that reduce inhibition in the foreign
language classroom. So that, the technique that he chooses will suitable to the students.
A good technique will create good atmosphere in the foreign language classroom.
Therefore, the teaching learning process will be running well.
3) Risk-Taking
According to Rubin and Thomson (in Brown, 2000: 149) risk-taking is the ability
to make intelligent guesses. Impulsivity was also describe as a style that could have
positive effects on language success. Learners have to be able to gamble a bit, to be
willing to try out hunches about the language and take the risk of being wrong.
Dufeu (in Brown, 2000: 150) states that the classroom antidote to such fears is to
establish an adequate affective framework so that learners’ feel comfortable as they take
their first public steps in the strange world of a foreign language, to achieve this, students
has to create a climate of acceptance that will stimulate self-confidence, and encourage
participants to experiment and to discover the target language, allowing themselves to
take risk without feeling embarrassed.
From the explanation above it can be concluded that risk-taking variation seems
to be factor in a number of issues in second language acquisition and pedagogy. Self-
esteem seems to be closely connected to risk-taking factor: when the foolish mistakes are
made, a person with high global self-esteem is not daunted by the possible consequences
of being laughed at. Teachers should encourage students to guess somewhat more
willingly than usual students is prone to do, and to value them as person for those risks
that they take.
4) Anxiety
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Anxiety plays an important affective role in second language acquisition. Scovel
(in Brown, 2000: 151) states that anxiety is associated with feeling of uneasiness,
frustration, self –doubt, apprehension, or worry.
There are three components of foreign language anxiety identified by Horwitz (in
Brown, 2000: 151):
1. Communication apprehension, arising from learners’ inability to adequate express
nature thoughts and ideas:
2. Fear of negative social evaluation, arising from a learners’ need to make a
positive social impression on others: and
3. Test anxiety, or apprehension over academic evaluation.
It means that foreign language anxiety can be distinguished from other types of anxiety
and it can have a negative effect on the language learning process.
5) Emphaty
According to Brown (2000: 153) emphaty is the process of “putting yourself into
someone else’s shoes,” of reaching beyond the self to understand what another person is
feeling. It is probably the major factor in the harmonious coexistence of individuals in
society. Language is one of the primary means of empathizing, but non verbal
communication facilities the process of empathizing and must not be overlooked.
It can also be said that there are two aspects to the development of empathy: first,
an awareness and knowledge of one’s own feeling, and second, identification with
another person or words learners can not fully empathize or know someone else until they
adequately know themselves. So it is easy to achieve empathetic communication because
there is immediate feedback from hearer in oral communication.
6) Extroversion
Brown (2000: 155) defines extroversion as the extent to which a person has a
deep-seated need to receive ego enhancement. Self-esteem, and a sense of wholeness
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from other people as opposed to receiving that affirmation within oneself. Extroverts
actually need other people in order to feel “good”. But extroverts are not necessary
loudmouthed and talkative. They may be relatively shy but still need the affirmation of
other hand, is the extent to which a person derives a sense of wholeness and fulfillment
apart from a reflection of this self from other people. Contrary to teachers’ stereotypes,
introverts can have an inner strength of character that extroverts do not have.
From the explanation above it can be concluded that extroversion may be a factor
in the development of general oral communicative competence which requires face-face
interaction, but not in listening, reading, and writing. A teacher needs to beware of trying
to “ create” in a student more cultural norms, to a student’s willingness to speak out in
class, and to optimal points between extreme extroversion and introversion that may vary
from student to student.
d. Psychomotor
Bloom also classifies psychomotor categories as follow:
a. Imitation: watch and copy the actions of another
b. Manipulation: perform a task without outside help or instruction, show ability to
demonstrates skill to others.
c. Precision: adeptly perform a task without outside help or instruction, show ability
to demonstrates skill to others.
d. Articulation: combine skill to meet new, unforeseen demands.
e. Naturalisation: use internalized knowledge to perform task in a “second nature”
way.
(http://www.kidsdevelopment/ CTRL.Html.)
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3. The Language Development of Children
1) Vocabulary Growth
Most children say an intelligible word during the second six months of life.
Within the next few months many words follow. Lenneberg in Petty (1983: 65) says the
eighteen-months-old infant has a “definite repertoire of words-more than three, but less
than fifty. After speaking the first word or two, a child is likely to start naming things
(table, doggie, ball, etc) and action (play, see, drop, etc). By the time they are two years
old, children know more than 50 words, many of which occur in two-word combination.
At age two and a half, the average child has a 400-words vocabulary. This is the time of
the most rapid increase in vocabulary, when the child vocalizes new words every day and
speak more than two words at a time. Many children this age use sentences of four or
five words or more. By the time children are three years old, their vocabularies of
approximately 1,000 words.
It is important to remember, however, that generalizing about “the average” may
be misleading. Some children are advanced in speech and others are slow in developing
it. Some children are slow in developing speech because they have received little
reinforcement or have had their need met without having to speak. Smith in Elliot (2000:
45) gave estimates of the sizes of children’s vocabularies at other age levels: at four,
1540 words; at five, 2072 words; at six 2562 words.
2) Factors Influencing Language Development
If the teacher has ever spent time with more than one preschool child or infant, the
teacher probably noticed individual differences in language development. These
differences exist because language development is a complex process that is sensitive to
differences in the way children learn language, the language they learn, their personal
characteristics, and the environment in which learning occurs.
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(1) Intelligence
Tests designed to measure intelligence generally rely on language ability as an index
of intelligence. Numerous studies have shown that relationships exist between
measures of intelligence and various measures of language.
(2) Sex
According to a number of studies, girls begin to talk earlier than boys and, as a result,
apparently gain a head star in language development. Yet, in recent years tests of
vocabulary, sentence comprehension, and verbal expression given to children
between age two and a half and early adolescence have shown no differences at
tributable to sex.
(3) Physical Condition
Language acquisition and development have several physical requirements. They
include normally develop speech organs (teeth, tongue, lips, throat, and larynx)
hearing organs, and neuromuscular system. In order for speech development to
progress normally, all of these must function effectively.
(4) Home and Family
The family environment of the child is the most important determinant of the quality
of the language facility he or she develops. In order to acquire language facility the
infant and young child need to talk, to have language exchange with other person, and
to have experiences on which to base thought and language.
(5) Economic Condition
Another major influence on children’s language development is their family’s
economic circumstances. The predominant interpretation of research data in this area
is that children in middle-income (middle-class) families exhibit a more highly
develop elaborated, or complex syntactic usage than children from low-income
homes.
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E. Teaching English to Young Learners
The way children learn a foreign language, and therefore the way to teach it,
obviously depends on their development stage. It would not be reasonable to ask a child
to do a task that demands a sophisticated control of spatial orientation (for example,
tracing a route on a map) he or she has not yet developed this skill. As a general rule, it
can be assumed that the younger the children are, the more holistic learners they will be.
Younger learners respond to language according to what it does or what they can do with
it, rather than treating it as an intellectual game or abstract system.
1. Factors for maintaining motivation and making English class enjoyable
According to Phillip (1996: 7) there are many factors mean that is easy to
maintain a high degree of motivation and to make the English class an enjoyable
stimulating experience for children, among others:
1) The activities should be simple enough for the children to understand what is expected
of them.
2) The task should be within their abilities: it needs to be achievable but at the same time
sufficiently stimulating for them to feel satisfied with their work.
3) The activities should be largely orally based-indeed, with very young children
listening activities will take up a large proportion of class time.
4) Written activities should be used sparingly with younger children. Children of six or
seven years old are often not yet proficient in the mechanics of writing in their own
language.
From the explanation above it can be concluded that the activities or task for younger
learners should be simple, largely orally based-indeed, with very young children, be used
sparingly with younger children. The kinds of activities that work well are games and
song with actions, total physical respond activities, task that involve coloring, cutting,
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and sticking, simple repetitive stories, and simple, repetitive speaking activities that have
an obvious communicative value.
It is common sense that if an activity is enjoyable, it will be memorable; the
language involved will ‘stick’, and the children will have a sense of achievement which
will develop motivation for further learning. This cyclical process generates a positive
attitude toward learning English, which is perhaps one of the most valuable things that
primary teachers can transmit to children.
2. In the classroom
The question of whether or not to use the mother tongue in the English classroom
is an open one. It is better to use as much English as possible in class, there are times
when the use English is counter-productive. It is often more economical and less
frustrating for all concerned if the teacher give instructions for a complicated activity in
the children’s mother tongue, teacher can check the instruction by asking the children to
repeat them in their own language. The important is that the children are given clear
guidelines on when they are expected to use English and when their first language is
permissible.
An area where English should be used as much as possible is the everyday
organization and running of the classroom. Both the teacher and the children can use
English here; in fact, this classroom language is one of the most realistic communicative
situation in which the children find themselves. It is not difficult to give instruction for
the usual classroom routines in English, if the teachers use gestures as well, the children
will soon become used to them.
3. Classroom Organization
1) The Children
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Different activities require different groupings. The ones most commonly used
are:
(1) Individual: for reading, making thing, or keeping vocabulary records.
(2) Pair: pair work is most commonly used in speaking activities like mini role plays or
information gaps, and teacher can also ask the children to read and write in pairs.
(3) Groups: groups consist of three or more children: it is usually counter-productive to
have groups of more than five. Group work is most commonly used in playing fun
games like zip zap zoom, mirror me, up and down, etc.
(4) Whole class: the children may work as a whole class focused on the teacher, for
example in a presentation or game, or as a whole class with the teacher acting as a
monitor, for example in a mingling activity such as ‘Find your partner’ (simple
speaking activity).
Working in groups may be new to the children and they may at first find it difficult, as
children need time to develop the ability to take responsibility and work without constant
supervision. In this case, start with pairs and tightly controlled activities, and gradually
introduce larger groups and freer activities.
2) Tables and Chairs
The physical organization of the classroom is important. In an ideal world the
classroom would have an area of easily movable desk and chairs, an open space for
action songs and games, a quiet corner for reading or self-study, and a table and notice-
board where the children’s work can be displayed. Such ideal conditions are rarely found
in the real world, but if at all possible arrange the tables and chairs so that the children
can work in pairs or groups, and there is a space for children to come out to the board and
to move around the classroom. Often the five or ten minutes spent on reorganizing tables
and chairs are well worth it to help an activity work well.
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3) Display
Many of the activities in teaching learning process have a ‘final product’, for
example a picture, a graph, a book, handicraft, or models. A corner of the classroom or
an ‘English’ section of the classroom wall where the children’s work is displayed
encourages the children to take a pride and interest in what they do. For some good ideas
on display the children can write their name or simple message.
4) Notebooks and Folders
Children need to be shown how to organize their work. By doing this teacher can
help the children to take a pride in their work and to understand and to participate in the
underlying organization of their notes or works. One way is to have a folder divided by
topics in which they keep all their worksheet, grammar, and vocabulary notes.
Alternatively, each child could keep a separate vocabulary notebook which will grow
year by year.
5) Feedback
Feedback is an important, even vital, part of the language learning process.
Feedback is a time in class when the children and teacher can look back at, and reflect on,
what they have been doing. It can be thought of as a kind of breathing space, a quiet time
before going on to the next activity or language area. According to Phillips (1996: 11)
there are two kinds of feedback, which focus on:
1. The language you have been working on.
2. The way the children have achieved the task, and on their behavior, both as
individuals and as a group.
Feedback can take place immediately after the children have done an activity, or at the
end of a series of activities, or on a fixed day each week or fortnight-in fact at any time
that the teacher feels it will be useful.
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One thing they have in common is that the role of the teacher is not to dominate,
but to listen and interpret what the children are saying in a more concise and coherent
form. The feedback session is an opportunity for the children to contribute their
thoughts, feelings, and ideas to the class. Feedback is best to start with very simple
activities in order to establish the concept. Feedback should be done in the children’s
native language, as the aim is not to practice English, but to involve the children in the
learning process.
According to Phillips (1996: 11) some ideas for conducting feedback, as follow:
(1) At the end of an activity, ask the children to show what they though of it by drawing
a face which reflects how they feel about the activity.
(2) Discuss the results with the children, and bear in mind the activities they like when
planning the next unit work
(3) Ask the children to look through their folders and write down or say five things that
they leaned-language or other things.
As teacher get used to doing feedback, the teacher will think of other ways of getting the
children to reflect on themselves and their lesson. The teacher may be surprised at the
children’s capacity to be self-critical, and their awareness of the teacher’s aims and of
their own learning process.
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CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the writer elaborated research methodology involving: setting of
the research, the subject of the research, the method of research, procedure of the study,
technique of collecting data, and technique of analyzing data
A. The Setting and Time of the Research
The study was conducted at Fahimna Kindergarten in 2008/2009 academic year as
the place of research. As the description, this school is located on Jalan Merapi No.12
Manahan Surakarta. It is exactly in the middle of the city. It is easier to find it for the
students. The phone number is (0271) 713663. The location is near the researcher’s
house, it would be easier to get it. Besides, Fahimna kindergarten is one of a favorite
private school in Solo and got a best reputation from Government. It could be seen that
Fahimna becomes one of Innovative PAUD on Paud competition in 2008. This school is
Islamic kindergarten. Most of the students came from middle and high class society. The
parents have high educational background, they will be satisfied, if their children get a
good education.
This school has seven classrooms, one library. one playing indoor room, one playing
outdoor, and some other rooms. Most of the students come from Solo. The classification
of the class based on the age, the students are divided into two groups: A1 (Awan
group), for group A, and B1 (Matahari group), for group B. There was an interview for
parents about their children’s psychological and physical background as the requirement
to enter this school.
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Time of the research
The research was conducted for twelve months. It was conducted from April
2008 to April 2009. The following was the plan the writer did.
The research activities schedule
NO DATE ACTIVITIES
1. 1 April 2008 Pre Observation
2. 1 May- 1 June 2008 Arranging instrument
3. 1 July 2008 Finishing the permission
4. 1 August and 5 August
2008
Pre test Instrument
5. 1 September – 30 September Analyzing pre test data and repair
instrument
6. 9 February – 20 March 2009 Holding the research
7. 25 March – 15 April 2009 Analyzing research data
8. 16 April – 30 April 2009 Making the report of the research
9. 1 May 2009 Submitting the document
Tabel 2: The Research Activities Schedule
B. The Subject of the Research
The subjects that are involved in this research. The class consists of 20
students, 14 boys and 6 girls who prepared to join this program. The students were the
TK B1 (matahari class) students of Fahimna Kindergarten Surakarta. They came from
middle and high class society. In general they were including cheerful students and
having high motivation in learning. The reason why the writer chose the grade was that
they had difficulties to understand the meaning of English words and to use English
words in simple sentences. Their pronunciation was interfered by Indonesian. Position
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of researcher: the researcher is the teacher and she could be described as a consultant
and resource person. Collaborator: the researcher had other English teacher as the
collaborators who examined carefully the research process.
C. The Method of the Research
Elliot (1991: 54) states that action research integrates teaching and teacher
development, curriculum development and evaluation, research and philosophical
reflection into a unified conception of a reflective educational practice. A unified
education practice empowers “insider”, i.e. teachers. Regarding to teachers, McNiff
(1992: 1) states that action research encourages a teacher to be reflective of his own
practice in order to enhance the quality of education for himself and his pupils.
According to Kemmis and Mc Taggart in Nunan ( 1988: 6 ) action research is a group
activity. A piece of description research is carried out by a teacher in his or her own
classroom, without the involvement of others, which is aimed at increasing our
understanding rather than changing the phenomenon under investigation, would not be
considered by these commentators to be ‘action research’. For Kemmis and Mc Taggart,
the essential impetus for carrying out action research was to change the system.
Cohen and Manion in Nunan ( 1992: 18 ) offered a similar set of characteristics.
They argued that action research was first and foremost situational, being concerned
with the identification and solution of problems in a specific context. Collaborations as
an important feature of this type of research, and the aim of action research was to
improve the current state of affairs within the educational context in which the research
was being carried out.
The researcher used action research because, (1) action research approached
education as unified exercise, seeing a teacher in class as the best judge of her total
educational experience, (2) the theory and practice of education for teachers were
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encouraged to develop their own personal theories of education from their own practice,
(3) As a teacher understood the situation and the problems of the students, therefore the
teacher was able to choose a good solution to be applied in the classroom, (4) the result
of the research could improve the quality of education for herself and her pupils.
The scheme of action research can be visually reflected as follows:
Figure 1: The Model of Action Research
D. The Procedure of the Action Research
1. Initial Reflection
After the researcher does early observation is known that the students of
Fahimna Kindergarten faced difficulties in learning English, particularly mastering
vocabulary including understanding of words, the use of words, and how to pronounce
Planning
Implementing
Observing
Reflecting
Implementing
Observing
Reflecting
Planning
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the words. All of the elements were very important for the students, because without
mastering vocabulary the students couldn’t practice their English well.
2. Fact finding analysis
The result of daily test showed that the achievement of learning English was not
good. The mean of their score was 5.5. (it can be seen in appendix 18 page 201).
Because the students felt bored in learning English in the classroom. The teaching
learning process was monotonous. The students were not interested in learning English,
therefore their motivation was low. The material have presented by the teacher was not
interesting, they just stayed at the classroom for a long time without doing variation
activities.
3. Planning
Planning is the writer’s activities before conducting the research. Having known
the problems, the writer proposed BCCT method. It could change the way students learn
pronunciation, meaning and the use of words in order to improve their vocabulary. The
researcher had to practice the action research as a spiral steps that consisted of four
stages. Those activities are: (a) planning the action, (b) implementing the action, (c)
observing, and (d) reflecting. For the detail information will be explained in the following
parts:
a. Planning the action
Having identified the problem, secondly the teacher did some activities. Those
activities were: (1) discussing with collaborator; (2) designing lesson plan; (3) preparing
the materials; (4) preparing teaching media; (5) preparing evaluation; (6) preparing kinds
of corner and group work for each meeting. The following were the detail information
about the above activities;
(1) Discussing with collaborator
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The aim was for getting the same perception about BCCT method. The writer
and her collaborator discussed about how to apply BCCT method in teaching learning
process. Therefore, it could be applied in teaching learning process well. After getting
comprehension about BCCT method, then they discussed about the students’
psychological condition. The aim was to understand the students’ characteristics, so
that the writer had same perception with her collaborator.
(b) Designing lesson plan
They made lesson plan for four meetings. They determined the objective of
lesson plan consists of: General Instructional Objective (GIO) and Specific Instructional
Objective (SIO). For first meeting the theme was “Pet”; for second meeting was ‘wild
animals’; for third meeting was cattle; and for the last meeting was doing post test. Each
meeting lasted 1 x 60 minutes. She planned four meeting for the first cycle, three
meeting for presentation and activities using BCCT method and one meeting for post test.
Each meeting consisted of five parts namely opening the class(warming up), presentation
(surviving the material in the circle time), practice (main activity for the students in the
corner), production, and closure.
(c) Preparing the materials.
They prepared the material as well as possible. She planned four meeting for the
first cycle, three meetings for presentation and doing activities in corners and one
meeting for doing post test. For the first meeting, she was used kinds of pet as the
theme. For second meeting, she was used kinds of wild animals. For the third meeting
she was used kinds of cattle. For the last meeting she was used for doing post test about
the topic. Besides, they prepared kind of song to support the material. For example, for
the first meeting they chose children’s song ‘My Pet’ for supporting the theme.
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(d) Preparing teaching media.
In this phase, she prepared teaching media suitable to the material. For the first
meeting to fourth meeting, they prepared pictures of pet, pictures of wild animals, picture
of cattle, paper, glum, cotton, beam wood, star from paper, miniature of animals,
miniature of plants, color pencils, and so on. Besides, they also prepared real object
such as; a cat and a bird.
(e) Preparing evaluation
In this phase, they prepared the test to know the result of the action, consists of
pre-test and post-test. The number of pre-test and post-test was 30 items, consists of 20
items for written test and 10 item for oral test. For each meeting, they made oral test
for the students randomly, consisted of 5 items. The material of test related to the
theme that they had learnt.
(f) Preparing kinds of corner and group work for each meeting.
In this phase, they prepared kinds of corner for each meeting. For the first
meeting she was used art corner, for second meeting she was used beam corner, for third
meeting she was used nature corner. Meanwhile, for designing group the students was
divided into three group. Each group consisted of six or seven students, one of them
became a leader for every group. For designing the group, they chose based on their
characteristics and ability.
b. Implementing the action
1). Opening the class (Warming Up)
The teacher gave motivation to the students by singing together in the class or
outside. Besides, the teacher gave exercises to move their body by singing together.
She greeted the students. She did discussion a certain topic which was suitable to the
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theme. For example, the teacher asked them about their pet, their daily activities, their
experiences or other facts dealing with the topic that would be discussed that day.
2). Presentation (Survival Activity in the Circle Time)
In this stage, the teacher explained the material that have been prepared for each
cycle. The teacher asked the students to make a circle position and the teacher in the
center of circle. The teacher explained the material by giving story, fun game, singing a
song, showing pictures, asking some question, etc. Each cycle was going to be
conducted in a meeting of 1 x 60 minutes.
3). Practice (Main Activity in the Corner)
In this stage, the teacher asked the students to practice or play in corner that have
been prepared for each cycle. The students chose one or three corners to play and learn
suitable to their need or interest. They played in the corner without disturbing their
friends. Every student used a sign on their uniform when he entered the corner of
playing, it looked like small circle or rectangle made of paper.
4). Production
In this stage, the students were expected to be able to tell their activities suitable
to the places that have been chosen at the circle time. The students were expected to be
able to answer the teacher’s question. To obtain the purpose, the teacher had to create
classroom atmosphere as well as possible and chose interesting activities in the corner s
and good games.
5) Closure
In this stage, the teacher ended the class by saying good bye and
assalamualaikum. However, before closing it, she reminded the students to study harder
at home. Besides, she gave change whether the students wanted to ask some questions.
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If there was a question, the teacher answered the students’ question. On the contrary, if
there was no question, the teacher ended the class.
c. Observing
The researcher recorded the important occurrences during the teaching learning
process. Her collaborator helped her to observe student’s activities during the teaching
learning process. Therefore, she gave some inputs or suggestions. She noted the lack
and superiority of the implementation of the lesson plan using BCCT method as the
teaching technique. She noted the result of observation from first meeting to fourth
meeting.
d. Reflecting
After carrying out the teaching learning activities using learning by doing by
implementing BCCT method, the writer recited the occurrences in the classroom as the
effect of the action. She evaluated the process and the result of the implementing BCCT
method in teaching English, including the weakness and strength with collaborator and
classroom teacher. The evaluation benefits to give recommendation what the
researcher should do in the next cycle.
E. Data and Source of Data
There were two kinds of data the writer used, the quantitative and qualitative data.
The quantitative data were in the forms of language ability score. The data were
students’ score from the beginning of the research up to the end of the research. It came
from the regular assessment.
The qualitative data were information in the forms of students’ responses,
observation reports, colleague inputs, and field notes. There were three sources of data:
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(1) event, the teaching learning process in natural setting; (2) respondents, the students,
teachers, colleagues, teacher’s diaries, the result of discussion with collaborator, field
note observation; and (3) document, the result of students work sheet (pre - test and post-
test).
F. Technique of Collecting Data
The writer needed two kinds of the data, quantitative and qualitative data. The
writer found quantitative data by doing test. The instrument of test was based on the blue
print. The data are found from administering pre-test, regular test after some teaching
learning processes and post-test. In finding qualitative data, the writer did direct
observation in the classroom, interviewed the teachers, interviewed the students
regarding to their activities in studying English by implementing BCCT method, and held
meeting with colleagues to find out the students’ improvement.
The writer used tape recorder, handycam, photograph, interview, portfolios, and
field notes. There were three ratters in collecting the data; they were the researcher,
collaborator, and the classroom teacher. After conducting test, they would discuss the
result then the result was the combination opinion from the researcher, collaborator, and
the classroom teacher’s discussions and considerations.
G. Technique of Analyzing Data
There were two technique in analyzing data, quantitative and qualitative. In
quantitative technique of analyzing data, the writer used the students’ previous mark
(pre-test) and in the end of the lesson, the writer gave the students post-test in order to
know whether BCCT method could improve the students’ English vocabulary. The
result of the tests were analyzed using descriptive statistics. It analyzed the result of
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teaching and learning process to know the difference before and after the cycle. The
procedure of analyzed using descriptive statistics are as follows:
Mean
The data obtained from written and oral test were individual data. Arikunto
(1987: 264) explained about how to find the mean of the data. The formula is :
∑ X X = -------- n X = Mean score
∑ X = Total score
n = Total students
The qualitative data were analyzed by using Constant Comparative Method
(CCM) as suggested by Strauss and Glasser in Moleong (2005: 288-289). CCM was
analyzing the data by comparing one category to another constantly. They said that in
general, the data analysis process included data reduction, data classification, data
synthesis, and ended by action hypothesis. The following was a brief of step related to
above statement;
1. Data Reduction
a) Unit identification. First of all, it was identified the smallest unit which was found
in the data. It had to have closed relationship with the research problems.
b) Having got the unit, the next step was making codification. It meant that we had
to code every unit in order to be known where the data came from.
2. Categorization
a) Categorization Arrangement. It meant at choosing every unit which had the
same characteristics.
b) Every category had to be labeled.
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3. Synthesis
a) To synthesis meant that to look for relationship between one category to
another.
b) The related one category to another had to be given a label again.
4. Arranging ‘Action Hypothesis’
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CHAPTER IV
RESEARCH FINDING AND DISCUSSION
In this chapter, the writer would like to present research finding as the answer for
the initial problem which has been stated in the first chapter. It involves introduction,
then continued with cycle 1, cycle 2, and cycle 3 which include planning the action,
implementing the action, observing, reflecting and monitoring the action. As the writer
mentioned before that the determining of taking the second and the third cycle based on
the consideration of the previous result cycle. They can be explained in the following
parts:
A. Introduction
Based on her observation in Fahimna Kindergarten Surakarta especially at the
sun class (Group B), most of students get difficulties in mastering English vocabulary. It
can be seen from their daily quiz that most of the students got bad mark, their mean: 5.5.
(it can be seen in appendix 18 p. 201). Their English vocabulary competence is still low.
The indicators the above problems are as follows; the students cannot pronounce the
English words well; they cannot understand the meaning of English words; they cannot
use the English words; they cannot enjoy learning English; and so on.
The students’ difficulties as stated above could be caused by some factors. One
of them is derived from the teacher. In this case, the teacher has a very important role to
support the students’ English achievement in teaching learning process. The teacher
usually explains the material of the lesson, he uses
minimal media for supporting the teaching learning process. He sometimes teaches the
students without using media. The teaching learning process happen only in the
classroom. The time is limited. Teaching learning process become monotonous and the
students sometimes feel bored.
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The solution she is going to offer is teaching English vocabulary using “Beyond
Center and Circle Time Method”. It is one of teaching techniques to improve or enhance
the students’ English vocabulary mastery. BCCT method is a curriculum theme series
that is designed to provide a blend between a development and a didactic approach to
working with young children. This theme series will provide teachers with lesson ideas
that will allow opportunities to offer direct information while allowing children to do
experiment and explored materials in order to create their own knowledge. In BCCT
method many ways involve variety of activities and the students can play in some
places suitable to their skill and interest while they are learning.
In doing the research, a certain target should be reached. The target of the
research was that the students could improve their ability in vocabulary. Based on the
target above, the writer finally wished that: first, all students could enjoy learning English
lesson. Second, 80 % of the students could improve their vocabulary, it can be seen
most of them were able to use English words in simple sentences, they were able to
understand the meaning, and good at pronunciation. The last, 80 % of the students
could study English more active.
B. The Process of the Research
1. Cycle I
In this part, the writer did a set of activities which consisted of namely planning
the action, implementing the action which included four meetings in which each meeting
consisted of opening the class, presentation, practice, production, and closure.
1) Planning the action
Before planning the action, the writer did some activities. Those activities were:
(a) discussing with collaborator; (b) designing lesson plan; (c) preparing the materials;
(d) Preparing teaching media; (e) preparing evaluation; (f) preparing kinds of corner
lxxviii
and group work for each meeting. The following were the detail information about the
above activities;
(a) Discussing with collaborator.
The aim was for getting the same perception about BCCT method. The writer
and her collaborator discussed about how to apply BCCT method in teaching learning
process. Therefore, it could be applied in teaching learning process well. After getting
comprehension about BCCT method, then they discussed about the students’
psychological condition. The aim was to understand the students’ characteristics, so
that the writer had same perception with her collaborator.
(b) Designing lesson plan
They made lesson plan for four meetings. They determined the objective of
lesson plan consists of: General Instructional Objective (GIO) and Specific Instructional
Objective (SIO). For first meeting the theme was “Pet”; for second meeting was ‘wild
animals’; for third meeting was cattle; and for the last meeting was doing post test. Each
meeting lasted 1 x 60 minutes. She planned four meeting for the first cycle, three
meeting for presentation and activities using BCCT method and one meeting for post test.
Each meeting consisted of five parts namely opening the class(warming up), presentation
(surviving the material in the circle time), practice (main activity for the students in the
corner), production, and closure.
(c) Preparing the materials.
They prepared the material as well as possible. She planned four meeting for the
first cycle, three meetings for presentation and doing activities in corners and one
meeting for doing post test. For the first meeting, she was used kinds of pet as the
theme. For second meeting, she was used kinds of wild animals. For the third meeting
she was used kinds of cattle. For the last meeting she was used for doing post test about
lxxix
the topic. Besides, they prepared kind of song to support the material. For example, for
the first meeting they chose children’s song ‘My Pet’ for supporting the theme.
d) Preparing teaching media.
In this phase, she prepared teaching media suitable to the material. For the first
meeting to fourth meeting, they prepared pictures of pet, pictures of wild animals, picture
of cattle, paper, glum, cotton, beam wood, star from paper, miniature of animals,
miniature of plants, color pencils, and so on. Besides, they also prepared real object
such as; a cat and a bird.
(e) Preparing evaluation
In this phase, they prepared the test to know the result of the action, consists of
pre-test and post-test. The number of pre-test and post-test was 30 items, consists of 20
items for written test and 10 item for oral test. For each meeting, they made oral test
for the students randomly, consisted of 5 items. The material of test related to the
theme that they had learnt.
(f) Preparing kinds of corner and group work for each meeting.
In this phase, they prepared kinds of corner for each meeting. For the first
meeting she was used art corner, for second meeting she was used beam corner, for third
meeting she was used nature corner. Meanwhile, for designing group the students was
divided into three group. Each group consisted of six or seven students, one of them
became a leader for every group. For designing the group, they chose based on their
characteristics and ability.
In presentation phase, she tried to present the material suitable to the theme and
asked the students to repeat the words after her so that they could pronounce them well.
In the practice phase, she gave various activities in the corner for the students to
memorize the words. The students could remind vocabulary that they had learnt in
presentation while they were learning by doing. During the practice, the students were
lxxx
hoped to pronounce the words with their group. The activity would be followed by
production. In this phase, She would ask the students some questions related to the
theme that had been learnt by the students in practice phase. In the production phase, the
students were hoped to answer the teacher’s question. The last was closure, in this phase
she closed the class by saying good bye.
2. Implementation the Action
a. First Meeting
Meeting one was conducted on Tuesday, February 17, 2009. Teacher did a set of
activities dealing with the teaching learning process as mentioned before. Among of
them were as the following; opening the class (warming up); presentation (surviving the
material in the circle time); practice (students’ main activity in the corner); production
(checking the students’ understanding about the given material); closure (closing the
class). For the detail information will be explained in the following parts:
1) Opening the class (Warming up)
After the bell had rung at the second period or exactly at 10.00 o’clock a.m. we,
the writer and her collaborator entered the classroom together. The teacher went to sat in
front of the class facing the students, while the collaborator sat in the right back corner of
the class. He would like to observe all the activities being happened in the class. She
greeted the students “Good morning students!” and they replied eagerly. After greeting,
the teacher then checked the students’ attendance one by one. She asked them to raise
their hand when his/her name was called while saying ‘present’. Meanwhile, for the
absent student, the teacher asked them to report her by saying ‘absent’. Fortunately, for
the first meeting, all of the students were complete. The total of them were 20 students.
They consisted of 15 male students and 5 female ones.
Then, to warm up the class the teacher asked the students to claps together. The
teacher said “Tepuk one two three” claps 3x one, Claps 3x two, claps 3x three, claps 3x
lxxxi
one two three. After that, the students were silence, Then the teacher asked them to sang
together. She sang a song first, then the students sang after her. “ Ikan fish, burung bird,
kupu-kupu butterfly… Anjing dog, kucing cat, kelinci rabbit”. They sang it three times.
Then the teacher asked them to mention kinds of pet. Teacher said, “Please mention kinds
of pet”. The students still kept silence. She repeated it in Indonesian. “Coba siapa bisa
menyebutkan macam-macam binatang kesayangan!” NS said “kucing miss”. DMR said
“anjing, kelinci dan ikan”. That’s right. Kinds of pet is cat, dog, rabbit, fish, bird and so
on. Teacher asked them who was having a pet at home. IC said “aku punya kucing dua
miss, di rumah”. GG said “Aku punya burung”. ZH said “ Aku punya kelinci di rumah”.
The teacher answered “Okey good, semuanya betul”.
2) Presentation (Survival Activity in the Circle Time)
In this part, the teacher and students sat on the circle position where the teacher
sat in the middle of the students. The theme was my pet. It was not strange for them
because it might actually be given by their own English teacher in the previous lesson. In
this case, the writer decided to take it again by the hope that they would get easier topic,
so that they would enjoy the teaching learning activity in the class. The writer was sure
that although it had been given before, they were still mostly confused, because it didn’t
use BCCT method.
To survive the students about kinds of pet the teacher used pictures of pet. Then,
she explained it loudly and clearly to make sure that the students understood about kids
of pet. Next, she asked the students to read and repeat after her to make sure that they
had correct pronunciation. The students imitated her excitedly and enthusiastically. It
meant that most of them repeated the teachers’ sound correctly.
Furthermore, the teacher explained kinds of pet such as dog, cat, rabbit, bird,
and fish. Beside, she explained the color of pet (white, black, brown, yellow, and blue).
lxxxii
She also explained the shape of pet (small and big). For example, rabbit is small and
white. After that, she gave a change to the students whether there were any difficulties or
not. When the teacher presented the materials as the survival of the students, most of
them paid much attention to her, but some of them didn’t. Some students made a little
conversation. Then, the teacher explained first about their activities in art corner. In the
art corner they would learn, how to make miniature rabbit from cotton, how to make kind
of pet from paraffin, and how to apply a color to the picture of cow. The teacher also
explained the rules while they were learning and playing in the corner.
3) Practice (Main Activity in the Corner)
In this part, the students were divided into three group, they would to practice
playing and learning in the art corner. However, before doing their activities, the teacher
asked them to look at the art corner first, she explained them how to play and learn at the
art corner. All the students paid much attention. After looked at the art corner the
teacher asked them to entered the classroom. For first group they made a miniature
rabbit from cotton, for second group they made kinds of animals (pet) from paraffin, and
for the last group they applied a color to a picture of cow. After finishing, they moved in
other place, for the first group moved to second group, for second group moved to third
group, etc.
When they were practicing make kinds of pet in the art corner, the teacher controlled
those who there was not any problem, while her collaborator observed them. One
student didn’t joint in the art corner, then the teacher gave motivation to him, finally he
could join in the art corner. Every student who had been finished her/his task, the
teacher gave him/her prayed, such as; good, very good, ok, and so on. After finishing
their activities the teacher asked them to save things / media on the right place, while
singing a song, the title was ‘Beres-beres’.
lxxxiii
Figure 2. The steps to do BCCT method in first meeting cycle one
4) Production
To check the students’ result toward what had just learned, the teacher gave some
question to them randomly. First, the teacher asked them to tell what they have just
learned and played. Second, she asked them to mention kinds of pet, mention the color
of pet, and the shape of pet randomly. Teacher would give star to those who can answer
the question correctly. When the teacher gave some questions to the students randomly,
they seemed to be quite and little tense. The teacher sat in the middle of students to give
questions, such as “Mention kinds of pet!” the teacher asked. The student (DMR)
answered “cat, dog, ”. “Good” the teacher prayed and continued to another student (IC)
and asked ”Do you have rabbits? What color are they?”. The student (NS) answered “
Yes, white sama brown”. “Very good” The teacher asked another student “ Do you have
a cow? Is it big or small?”. The student (GG) answered “yes, big” “Good”, the teacher
prayed, etc.
5) Closure
When the bell finally rang, the teacher ended the class by saying good bye and
assalamualaikum. However, before closing it, she reminded the students to study harder
and to memorize kinds of pet at home. She told it in Indonesian. “Anak-anak jangan
lupa di rumah belajar lebih rajin, dan nama-nama hewan kesayangan dihafalkan di
rumah dalam bahasa Inggris, Sudah faham?” The students answered, “Sudah ust” “Any
Art Corner 1 For first group they made a miniature rabbit from cotton
Art Corner 2 For second group they made kinds of animals (pet) from paraffin
Art Corner 3 For the third group they applied a color to a picture of cow.
lxxxiv
questions to ask?” “Ada pertanyaan yang ingin ditanyakan?” The students answered,
“No”. Then, the teacher closed the class. “Okay, if there is no question, let me end this
class. Thank you very much for your attention. Good bye, see you later,
Assalamualaikum” The students responded her, “ Good bye, teacher. Thank you very
much, Wa’alaikumsalam”.
b. Second Meeting
1) Opening the Class (Warming Up)
Meeting two was conducted on Friday, February 20th, 2009. What the teacher
did in this part is not too different to the activity in the first meeting. After the bell had
rung at the second period or exactly at 10.00 o’clock a.m. we, the writer and her
collaborator entered the classroom together. She started the class by greeting the students
“ Good morning students!” and they responded enthusiastically. When the teacher
opened the class, the students seemed to be ready to join the lesson. They sat on the floor
neatly and they mostly paid attention to their teacher’s speaking seriously. After
checking the attendance, she started the lesson.
Then, the teacher asked the students to sing together. The title of song is ‘kinds of
wild animals’ The teacher sang first, then the students followed her. They sang together,
“Ular snake, srigala fox, Si singa lion… Anjing dog, macan tiger, gajah elephant”. They
sang it three times. After that, the teacher asked them to mention kinds of wild animals.
The teacher said, “Mention kinds of animals, please!” They were still confused. She
repeated the question in Indonesian. She said, “Siapa bisa menyebutkan macam-macam
binatang buas!” IC answered, “ harimau ust”. The teacher said, “Good, it’s tiger”.
Then, another student FRD answered, “ular, singa, dan srigala ust”. The teacher said, “
very good, they were snake, lion, and fox”. etc. The students were able to mention kinds
of wild animals in Indonesian, then the teacher repeated them in English. Even the class
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looked a life because there was a life communication between the teacher and the
students interactively.
2) Presentation (Survival Activity in the Circle Time)
That day’s meeting is aimed to introduce kinds of wild animals, places for living
them, and their shape. To survive the students about kinds of wild animals She used
pictures of wild animals. Then, She explained it loudly and clearly to make sure that the
students understood about kinds of wild animals. Next, She asked the students to read
and repeat after her to make sure that they had correct pronunciation. The students
imitated her excitedly and enthusiastically. It meant that most of them repeated the
teachers’ sound correctly.
Furthermore, the teacher explained kinds of wild animals such as tiger, lion,
snake, fox, and elephant. Besides, she explained where they lived (zoo and forest ). She
also explained the shape of wild animals (small and big). For example, lion lived in the
forest and its is big. After that, she gave a change to the students whether there were any
difficulties or not. When the teacher presented the materials as the survival of the
students, most of them paid much attention to her, but some of them didn’t. Then, the
teacher explained about their activities in the beam corner. She explained how to make
miniature of forest from beam wood and how to make miniature of the zoo from beam
wood. She used beam wood as teaching media.
3) Practice (Main Activity in the Corner)
In this part, the students were divided into three group, each group consisted of
six or seven students. They practiced playing and learning in the beam corner.
However, before doing their activities, the teacher asked them to look at the beam corner
first, she explained them how to play and learn at the beam corner, including how to use
miniature of wild animals. All the students paid much attention. After looked at the
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block corner the teacher asked them to entered the classroom. For first group they made
a miniature of zoo from beam of wood, for second group they made miniature the forest
from beam of wood, and for the last group they made miniature of the zoo from beam
of wood .
When they were practicing make miniature of forest and zoo in the beam corner,
the teacher controlled and observed those who there was not any problem, while her
collaborator observed them. One student didn’t join in the beam corner, he was crying,
then the teacher gave motivation to him, finally he could join in the beam corner. Every
student who had been finished her/his task, the teacher gave him/her reward, such as;
giving star, applause, and so on. After finishing their activities the teacher asked them
to save beam of wood / media on the right place, while singing a song.
Figure 3. The steps to do BCCT method in second meeting cycle one
4) Production
To check the students’ result toward what had just learned, the teacher gave some
question to them randomly. First, the teacher asked them to tell what they have just
learned and played. Second, she asked them to mention kinds of wild animals, mention
where the wild animals lived, and the shape of wild animals randomly. Teacher gave
star to those who can answer the question correctly. When the teacher gave some
questions to the students randomly, they seemed to be quite. The teacher sat in the
middle of students to give questions, such as “Mention kinds of wild animals!” the
teacher asked. The student (MR) answered “lion, tiger,”. “Good” the teacher prayed and
continued to another student (IC) and asked ”Where do they live? The student (NS)
answered “ the zoo”. “Very good” The teacher asked another student “ Have you ever
Beam Corner 1 For first group they made a miniature of zoo from beam of wood.
Beam Corner 2 For second group they made miniature of forest from beam of wood.
Beam Corner 3 For the third group they made miniature of zoo from beam of wood.
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seen a snake? Is it big or small?”. The student (GG) answered “yes, small” “Good”, the
teacher prayed, etc.
5) Closure
In this part, the teacher ended the class by saying good bye and assalamualaikum.
However, before closing it, she reminded the students to study harder and to memorize
kinds of wild animals at home. She told it in Indonesian. “Anak-anak jangan lupa di
rumah belajar lebih rajin, dan nama-nama binatang buas dihafalkan di rumah dalam
bahasa Inggris ya, Sudah faham?” The students answered, “Sudah ust” “Any question
to ask?” “Ada pertanyaan yang ingin ditanyakan?” The students answered, “No”. Then,
the teacher closed the class. We gave a big applause together.
c. Third Meeting
1) Opening the class (warming up)
Meeting three was conducted on Tuesday February 24th, 2009. After the bell
had rung at the second period or exactly at 10.00 o’clock a.m. we, the writer and her
collaborator entered the classroom together. She greeted the students “good morning
students!” and they responded properly. Then, when the teacher checked their
attendance, She asked them “ anak-anak coba dilihat temannya yang hari ini tidak masuk
ada ga? Who is absent today?” they answered, “masuk semua ust” . On that day there
were no students absent. In that class, they were 20 students.
However, on the right side part, there was a student who was crying, the teacher
asked him to join the class without crying, he disturbed the class because he cried with
high sound. Finally, he could join the class while little crying. The students were little
noisy, because one of their friend was still crying.
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Then, the teacher asked them to account from the right side to the left side one by
one. They answered, “one, two, three, four, five, six…up to twenty. The teacher prayed
them by saying “good”. Then, the teacher asked the students to sing together. The title
of song is ‘kinds of cattle’ The teacher sang first, then the students followed her. They
sang together, “Kuda horse, sapi cow, kerbau-kerbau buffalos… Kambing goat, ikan fish,
kelinci rabbit”. They sang it three times. After that, the teacher asked them to mention
kinds of cattle. The teacher said, “Mention kinds of cattle, please!” They were still
confused. She repeated the question in Indonesian. She said, “Siapa bisa menyebutkan
macam-macam binatang ternak!” ZHD answered, “ kelinci ust”. The teacher said,
“Good, it’s rabbit”. Then, another student ZF answered, “ikan, sapi, kambing ust”. The
teacher said, “ very good, they were fish, cow, and goat”. etc. The students were able to
mention kinds of cattle in Indonesian, then the teacher repeated them in English.
2) Presentation (Survival Activity in the Circle Time)
In this part, the teacher told the topic they were going to learn and play that day.
The theme was cattle. To survive the students about kinds of cattle the teacher used
pictures of cattle. Then, she explained it loudly and clearly to make sure that the students
understood about kinds of cattle. Next, she asked the students to read and repeat after
her to make sure that they had correct pronunciation..
Furthermore, the teacher explained kinds of cattle such as rabbit, cow, goat,
fish and buffalo. Besides, she explained what is their food. She also explained the shape
of cattle (small and big). For example, rabbit eats carrot and its is small. After that, she
gave a change to the students whether there were any difficulties or not. When the teacher
presented the materials as the survival of the students, most of them paid much attention
to her, but some of them didn’t. Then, the teacher explained the activity they would be
done in nature corner. First, she explained how to pound the rice in the mortar, how to
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make simple experiment for things sink and afloat, and how to look at small animals
using mini microscope.
3) Practice (Main Activity in the Corner)
In this part, the students were divided into three group, they would practice
playing and learning in the nature corner. However, before doing their activities, the
teacher asked them to look at the nature corner first, she explained them how to play and
learn at the nature corner, including the rules that they had to do. All the students paid
much attention. After looked at the nature corner the teacher asked them to entered the
classroom. For first group they pounded the rice in the mortar, for the second group they
made simple experiment for things sink and afloat, and the third group they looked at
small things using mini microscope.
When they were practicing their activities in the nature corner, the teacher
controlled and observed those who there was not any problem, while her collaborator
observed them. Every student who has been finished her/his duty, the teacher gave
him/her reward, such as; good, very good, great, and so on. Its shaped funny sticker.
After finishing their activities the teacher asked them to save things / media on the right
place, while singing a song.
Figure 4. The steps to do BCCT method in third meeting cycle one
4) Production
To check the students’ result toward what had just learned and played, the
teacher gave some question to them randomly. First, the teacher asked them to tell what
Nature Corner 1 For first group they made pound the rice in the mortar
Nature Corner 2 For second group they made simple experiment for things sink and afloat
Nature Corner 3 For the third group they looked at small things using mini microscope
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they have just learned and played. Second, she asked them to mention kinds of cattle,
mention their food , and the shape of cattle randomly. Teacher gave star to those who
were able to answer the question correctly. When the teacher gave some questions to the
students randomly, they seemed to be quite and little tense. The teacher sat in the middle
of students to give questions, such as “Mention kinds of cattle!” the teacher asked. The
student (DS) answered “rabbit, elephant ”. “Good, but elephant is not cattle”, the teacher
prayed and continued to another student (RR) and asked ”Do you have cow? What is
their food?” The student (IDR) answered “suket ust”. “Very good the cow eats grass”.
The teacher asked another student “ Have you ever seen a buffalo? Is it big or small?”.
The student (AR) answered “yes, big miss” “Good”, the teacher prayed, etc.
5) Closure
In this part, the teacher ended the class by saying good bye and assalamualaikum.
However, before closing it, she reminded the students to study harder and to memorize
kinds of cattle at home. She told it in Indonesian. “Anak-anak jangan lupa di rumah
belajar lebih rajin, dan nama-nama binatang ternak dihafalkan di rumah dalam bahasa
Inggris ya, Sudah faham?” The students answered, “Sudah ust” “Any question to ask?”
“Ada pertanyaan yang ingin ditanyakan?” The students answered, “No”. Then, the
teacher closed the class.
Fourth Meeting
1) Opening the class
Meeting four was conducted on Friday February 27th, 2009. After the bell had
rung at the second period or exactly at 10.00 o’clock a.m. we, the writer and her
collaborator entered the classroom together. Before doing on her duty, the teacher had to
greet the students first. Then she didn’t forget to check their attendance by asking a
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question, “who is absent today?” The students answered, “present semua ust”. On that
day, there were no absent students. They were complete 20 students.
Then, the teacher explained what they were going to do on that day. She said that
they would give a quiz to evaluate what they have learned before. The test would be
divided into two tests namely; written test and oral test. In the written test the students
had to answer the question by choosing the best answer on the part of paper sheet which
had been provided. The form of written test was multiple choices. The student had only
to choose the correct answer according to the appropriate question. While the total
number of it was 20 points and the time allotment to do the written test was thirty
minutes. The students did the written test together, the teacher read the written test, while
the students did the written test after the teacher finished reading. After finishing, they
could submit it to the teacher.
In the oral test the students would be called no by one to come to her, and then
he/she would be interviewed orally. Meanwhile, the other students had to wait out side
while coloring the picture. Because limited time, her collaborator helped her in
interviewing the students. Each students would have three minutes maximally with five
questions. So for 20 students, it needed for about 30 minutes with two testers. While the
question which had been provided were ten questions. After finishing, the teacher asked
the students whether still any question or not.
2) Main Activity
First of all, the teacher would take written test. The students did their written test
together. Firstly, she distributed the sheet of paper consisting the instrument of the test.
The total number for this test was only 20 points. The form of the test was multiple
choices, so that they just chose the correct answer after the teacher finished reading the
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test, one by one. The material was still dealing with the previous topic, while the time
allotment to do the test was only thirty minutes.
The second one was oral test. It was held after the written test had been finished.
The teacher was help by her collaborator, because the time was limited. She called the
students one by one entered the classroom. Then, the students would be interviewed
orally. Meanwhile, the other students had to wait out side the class patiently, while
coloring the picture. They could wait in turn well. The test lasted in thirty minutes.
After finishing, the teacher asked the students to enter the class. The students returned to
their class and had a little conversation one to each other.
3) Closure
Having done all the activities, then the teacher close the class by saying thanks to
the students’ attending and participating to join the class well. But, before leaving the
class she didn’t forget to remind them to study harder, in order to increase their English
vocabulary mastery. Besides, she also gave a chance to ask question, that they didn’t
understand yet. Because there was no question, finally she said good bye and
assalamu’alaikum to the class. The students responded her, “ Good bye, teacher.
Wa’alaikumsalam. Thank you very much”.
3. Observing and Monitoring
In this case, the writer and her collaborators did observation during the
implementation action while the students were doing their activities. Technique was used
for observing, as follows: (1)doing pre test and post test, (2) interview, (3) observation.
Based on the observation from first meeting to fourth meeting, it could be
known that (1) the improvement of students’ vocabulary was increased, therefore, it had
not been optimal yet. There were some students still had difficulties in pronouncing the
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words and grasping the meaning, (2) The students were more active in doing activities
and they had high participation in English lesson, (3) The classroom situation was more
alive.
(1) The improvement of students’ vocabulary was increased
The students’ vocabulary mastery was develop well during the first cycle.
Because they could remind the words when they played and learnt in the corner The
improvement of students’ vocabulary was increased, therefore, it had not been optimal
yet. There were some students still had difficulties in pronouncing the words and
grasping the meaning. It can be seen on the result of post test. Besides, It can be seen
from the result of interview with one of students said: “Bahasa Inggris ngomongnya
susah, miss” (ICH: 2009). In the production phase, the students were able to mention
some words, but they still used mother tongue and mispronounced. The result of
observing during the learning process can be seen at the following table:
No Aspect to be observed E VG G F 1. The use of words 1 4 15 2. Understanding the meaning 1 6 13 3. Pronunciation 2 4 14
Table 3: The improvement of students’ ability during teaching learning process in cycle
1.
Note:
E: Excellent VG: Very Good G: Good F: Fair
From the result of post-test, it seemed that the students’ ability in mastering
vocabulary trough BCCT method still low. It is about 25% of the students can
understand the use of words, 25% of the students can understand the meaning of words,
and less than 25% students can pronounce the English words. The students need to give
motivation to learn.
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(2) The students were more active in doing activities and they had high participation in
English lesson.
The students were more active in doing the activities, it can be seen from their
activities in the circle time or in corner, but in the third meeting there were two students
didn’t join in the corner’s activities. They just saw their friends’ activities without
taking a part. The students had high participation in English lesson, as the result they
always answered the teacher’s question, although they still made little mistake. They
had bravery to answer the teacher’s questions.
(3) The classroom situation was more alive
The classroom situation was more alive, because there was a life communication
between the teacher and the students interactively. It happened in presentation phase and
production phase. When the teacher asked questions, the students answered the question
enthusiastically. But there were some students still seemed a little passive. They just
kept silence when the teacher asked her/him a question.
4. Reflection
Reflecting the result of implementation in the first cycle will answer the question
as; what have been succeeded already?; what have not been succeeded yet?; Why have
they been happened?; and then how should it be?
a. What have been succeeded?
Implementing the action in the first cycle has succeeded in enhancing the
students’ vocabulary mastery of what they had learned before which was held in the
fourth meeting. After comparing the result of pre-test in which the mean was 6.2 and the
result of post-test in the first cycle in which the mean was 6.7, it can be concluded that
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there is a better progress than before. It meant the students’ achievement improved
significantly. The influences of the action using BCCT method in the first cycle are as
follows; the students’ vocabulary mastery was develop well during the first cycle; the
students were more active in doing activities and they had high participation in English
lesson; the classroom situation was more alive; they seemed to be fun and comfortable.
b. What have not been succeeded yet?
The influence of the action using BCCT method has not been able to affect the
students’ psychological mind optimally for all students. For example, there were some
who were still little passive, there were some who still mispronounced the words, there
were some who weren’t join in the corner’s activities, there were some who still used
mother tongue, there were some who weren’t serious in doing the task. Besides, the role
of the teacher in managing the class was necessary needed to make the student’s learning
more active and interactive, especially in explaining the material, creating activities in
corner, supporting the students’ motivation, and keeping the class lively.
c. Why have they been happened?
Based on reflecting and analyzing the implementation of the first cycle, it showed
that the students’ problems was caused by some things like; the role of the teacher in
managing the class had not been optimal yet. As a result, some students were still a little
passive. Besides, some activities in the corner weren’t interesting, as a result some
students didn’t join in the corner’s activities. BCCT method was a new technique for
them to do it. They had never done it yet before. They weren’t accustomed to doing it
yet before, so that they needed time to get a habit to do it.
xcvi
d. How should it be then?
To gain the better process goal and better product, it was necessary to conduct
following action in the second cycle. Some things which were necessary to be improved
and increased in the second cycle as the improvements of the lack in the first cycle were
as follows: first, enhancing the role of the teacher to keep the class active and interactive.
It means that the teacher had to control all students, Hopefully, there weren’t passive
students. In other words, the teacher had to keep the class to be enjoyable atmosphere.
Second, leading the students to pronounce the difficulty words many time in presentation
phase and giving some more exercises in production phase. Third, creating more
interesting activities in the corner, so that all students could join in the corner’s activities.
Fourth, Giving reward for the best student to motivate them who were not serious in
doing the task In this case, the writer and her collaborator made some discussion and
advance to determine the solutions. They had decided to give solution as follows;
Table: 4 The students’ problem and its solution
Students’ Problem Solution A little passive Give a high motivation, create the class to be
enjoyable atmosphere. Mispronouncing the words lead the students to pronounce the difficulty
words many time in presentation phase and giving some more exercises in production phase.
Difficulty in grasping the meaning and using English words.
lead the students to translate the difficult words into Indonesian repeatedly and practice in presentation phase and giving some more exercises in production phase.
The students didn’t join in the corner’s activities.
Create more interesting activities in the corner, so that all students would be interested in joining corner’s activities.
The students weren’t serious in doing the task.
Giving reward for the best student to motivate them who were not serious in doing the task
For the above purpose, the teacher had to rearrange the groups in the class. It was done
to get better groups arrangement in the second cycle. Besides, the teacher had to behave
more friendly in her teaching so that the classroom situation became more enjoyable and
comfortable.
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2. Cycle 2
In this part, the teacher did a set of activities consisting of namely planning the
action, implementing the action which included four meetings and each meeting
consisted of opening the class, presentation, practice, production, and closure, the
following were the detail information about the above parts;
1. Planning the Action
Based on the result of reflection of cycle I and the result of discussion with her
collaborator she thought it was very important to continue the action for Cycle 2. The
writer and her collaborator then arranged the action plan for the second cycle. This
action plan was as the revision result to improve the weaknesses and the lack in the first
cycle which was regarded not to be succeeded yet to solve all students’ problems.
The solutions which the writer offered were as follows; (1) creating more
interesting activities and making more interesting teaching media, especially activities in
the corner, so that the students will be interested and enjoy the teaching learning process;
(2) lead the students to translate the difficulty words into Indonesian many time in
presentation phase and giving some more exercises in production phase and lead them to
pronounce the difficulty words many time in presentation phase and giving some more
exercises in production phase; (3) Enhancing the teacher’ role to arouse the students’
motivation. It means that the teacher had to give support to the students so that the
students are more interested in studying English. In other words, the teacher had to keep
the class to be enjoyable atmosphere; (4) Giving motivation for the students who were
still little passive; (5) Giving reward for the best student to motivate the students who
were not serious in doing the task.
Before planning the action, the writer did some activities. Those were: (a)
discussing with collaborator; (b) designing lesson plan; (c) preparing the materials; (d)
Preparing teaching media; (e) preparing evaluation; (f) preparing kinds of corner and
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group work for each meeting. The following were the detail information about the
above activities;
(a) Discussing with collaborator.
The aimed was for solving the problem in first cycle. The writer and her
collaborator discussed about how to overcome the problems. . Therefore, they could be
solved in second cycle. The problem was the teaching learning process was lack of
monitoring; as a result there were some students a little passive, they weren’t serious in
doing the task and the activities in the corner weren’t interested for the students; as a
result there were some students didn’t join in the corner’s activities. After getting
comprehension about the solution, then they discussed about how to make lesson plan
for second cycle, so that the writer had same perception with her collaborator.
(b) Designing lesson plan
They made lesson plan for four meetings. They determined the objective of
lesson plan consists of: General Instructional Objective (GIO) and Specific Instructional
Objective (SIO). For first meeting the theme was ‘kinds of fruit’; for second meeting
was ‘kinds of vegetables’; for third meeting was ‘part of plant’; and for the last meeting
was doing post test. Each meeting lasted 1 x 60 minutes. She planned four meeting for
the first cycle, three meeting for presentation and activities using corner and one meeting
for post test. Each meeting consisted of five parts namely opening the class(warming
up), presentation (surviving the material in the circle time), practice (main activity for the
students in the corner), production, and closure.
(c) Preparing the materials.
They prepared the material as well as possible. She planned four meeting for the
first cycle, three meetings for presentation and doing activities in corners and one
meeting for doing post test. For the first meeting, she was used kinds of fruits as the
theme. For second meeting, she was used kinds of vegetables. For the third meeting she
xcix
was used part of plant. For the last meeting she was used for doing post test about the
topic. Besides, they prepared kind of song to support the material. For example, for the
first meeting they chose children’s song ‘Kinds of Fruits’ for supporting the theme.
d) Preparing teaching media.
In this phase, she prepared more interesting teaching media suitable to the
material in order to make all students join in the class. For the first meeting to fourth
meeting, they prepared pictures of fruits, pictures of vegetables, picture of plant, paper,
tassels, geometry shape, number, alphabet and so on. Besides, they also prepared real
object such as; fresh vegetables (spinach and corn), calculator, stove, pan, knifes, plate,
fruit scale and so on.
(e) Preparing evaluation
In this phase, they prepared the test to know the result of the action, consists of
daily quiz and post-test. The number of post-test was 30 items, consists of 20 items for
written test and 10 item for oral test. For first meeting to third meeting, they made daily
quiz for the students randomly, consisted of 5 items. The material of test related to
the theme that they had learnt.
(f) Preparing kinds of corner and group work for each meeting.
In this phase, they prepared kinds of corner for each meeting. For the first
meeting she was used preparation corner, for second meeting she was used role play
corner, for third meeting she was used beam corner. Meanwhile, for designing group
the students was divided into three group. Each group consisted of six or seven students,
one of them became a leader for every group. For designing the group, they chose
based on their characteristics and ability.
c
2. Implementation the Action
The second cycle was principally not quite different with the first cycle action.
The teacher also divided the action into five term namely opening the class (warming up),
presentation (material survival), practice (applying BCCT method), production, and the
last was closure (closing the class). The time allotment for each meeting was 1 x 60
minutes.
a. First Meeting
1) Opening the class (Warming up)
The first meeting was conducted on Tuesday, March 3rd, 2009. After the bell
had rung at the second period or exactly at 10.00 o’clock a.m. we, the writer and her
collaborator entered the classroom together. The teacher firstly says greeting and the
students respond it. When the teacher greeted them, they seemed to be more responsive,
fresher, and enthusiastically. After greeting, the teacher then checked the students’
attendance. Fortunately, for the first meeting, one of the students was absent, because of
sick.
Then, to warm up the class the teacher asked the students to sing together. The
teacher sang a song while moving her body using song, “Up and down and shake 2x.
Shake to the right and shake to the left, Turn around and shake 2x. Up and down and
jump 2x … After that, the students were silence, Then the teacher asked them to sing
together. She sang a song first, then the students sang after her. “Water melon, avocado,
banana 2x, papaya tomato 2x, Fruit salak 2x”. They sang it three times. Then the teacher
asked them to mention kinds of fruits. Teacher said, “Please mention kinds of fruits”. The
students still kept silence. She repeated it in Indonesian. “Coba siapa bisa menyebutkan
macam-macam nama buah-buahan!” NJ said “orange miss”. MR said “pisang sama
apple miss”. That’s right. Kinds of fruits is banana, orange, apple, papaya, avocado and
so on. Teacher asked them what is their shape and taste. BC said “Jeruk rasanya manis
ci
miss bentuknya kecil”. Teacher said, “That’s right, Orange is sweet and the shape is
small”. IBR said “Pisang juga manis miss”. ZH said “ Semangka manis miss, bentuknya
besar”. The teacher answered “Okey good, semuanya betul water melon is sweet and the
shape is big”.
2) Presentation (Survival Activity in the Circle Time)
In this part, the teacher told the topic they were going to learn and play that day
was kinds of fruits. They sat on the circle position where the teacher sat near the
students. To survive the students about kinds of fruits the teacher used pictures of fruits.
Then, she explained it loudly and clearly to make sure that the students understood about
kinds of fruits. Next, she asked the students to read and repeat after her to make sure that
they had correct pronunciation. The students imitated her excitedly and enthusiastically.
It meant that most of them repeated the teachers’ sound correctly.
Furthermore, the teacher explained kinds of fruits such as; banana, orange,
apple, papaya, avocado and so on. Besides, she explained the shape of fruits (small and
big). She also explained the taste of fruits (sweet and sour). For example, orange is small
and sweet. After that, she gave a change to the students whether there were any
difficulties or not. When the teacher presented the materials as the survival of the
students, most of them paid much attention to her, but some of them didn’t. Then, the
teacher explained first about the activities in the corner, first, how to match picture and
its amount, second how to weigh fruits using fruit scale, and third, how to puncture
picture of apple. She used picture, fresh fruits, and fruit scale. After finishing, she asked
the students to ask question. There weren’t students ask a question.
cii
3) Practice (Main Activity in the Corner)
In this part, the students were divided into three group, they would to practice
playing and learning in preparation corner. However, before doing their activities, the
teacher asked them to look at the preparation corner first, she explained them how to play
and learn at the preparation corner. All the students paid much attention. After looked
at the preparation corner the teacher asked them to entered the classroom. For first group
they matched picture and its amount, for second group they weighed fruits using fruits
scale, and for the last group they punctured picture of apple. After finishing, they
moved in other place, for the first group moved to second group, for second group
moved to third group, etc.
When they were practicing some activities in preparation corner, the teacher
controlled those who there was not any problem, while her collaborator observed them.
All students could join in the preparation corner. After finishing their activities the
teacher asked them to save things / media on the right place, while singing a song,
Figure 5. The steps to do BCCT method in first meeting cycle two.
4) Production
To check the students’ result toward what had just learned, the teacher gave some
question to them randomly. First, the teacher asked them to tell what they have just
learned and played. Second, she asked them to mention kinds of fruits, mention the
shape of fruits, and the taste of fruits randomly. Teacher would give star to those who
can answer the question correctly. When the teacher gave some questions to the students
Preparation Corner 1 For first group they e matched picture and its amount
Preparation Corner 2 For second group they made weigh fruits using fruits scale
Preparation Corner 3 For the third group they punctured picture of apple
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randomly, they seemed to be happy. The teacher sat in the middle of students to give
questions, such as “Mention kinds of fruit!” the teacher asked. The student (MR)
answered “banana, apple”. “Good” the teacher gave him a star. She prayed and
continued to another student (NS) and asked ”Do you know banana? What color are
they?”. The student (NS) answered “ Yes, yellow”. “Very good” The teacher gave her a
star. She asked another student “ Do you know water melon? Is it sweet or sour?”. The
student (ZK) answered “yes, sweet” “Good”, the teacher prayed, etc.
5) Closure
In this part, the teacher ended the class by saying good bye and assalamualaikum.
However, before closing it, she reminded the students to study harder and to memorize
kinds of fruit at home. She told it in Indonesian. “Anak-anak jangan lupa di rumah
belajar lebih rajin, dan nama-nama buah-buahan dihafalkan di rumah dalam bahasa
Inggris ya, Sudah faham?” The students answered, “Sudah ust” “Any question to ask?”
“Ada pertanyaan yang ingin ditanyakan?” The students answered, “No”. The teacher
asked the students to sing a song together, the title is ‘sayonara’. They sang together,
“Sayonara 2x, Thank you teacher for today 2x, See you later to my friends, Sayonara 2x,
See you later…Okay. Then, the teacher closed the class. “Okay, if there is no question,
let me end this class. Thank you very much for your attention. Good bye, see you later,
Assalamualaikum” The students responded her, “ Good bye, teacher. Thank you very
much, Wa’alaikumsalam”.
b. Second Meeting
1) Opening the Class (Warming Up)
The second meeting was held on Friday, March 6th, 2009. What the teacher did in
this part is not too different to the activity in the first meeting. After the bell had rung at
the second period or exactly at 10.00 o’clock a.m. we, the writer and her collaborator
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entered the classroom together. She greeted the students. “Good morning children!” and
they answered in high spirit “ Good morning Miss” As usual she asked their condition,
and they did the same thing to her. She checked the students’ presence and started the
lesson. However, on the right side part, there were students who made a joke, they
disturbed the class because they spoke with high sound. The teacher reminded them to
be quite and paid attention. They could be silence.
Then, the teacher asked the students to sing together. The title of song is ‘Good
morning’ The teacher sang first, then the students followed her. They sang together,
“Good morning 2x, good morning my teacher, Good morning 2x, good morning my
friends, Welcome to you 2x, welcome to you all 2x, Glad to meet you all”. They sang it
once. After that, the teacher asked them to mention kinds of vegetables. The teacher said,
“Mention kinds of vegetables, please!” They were still confused. She repeated the
question in Indonesian. She said, “Siapa bisa menyebutkan macam-macam sayur-
sayuran!” DR answered, “ bayam ust”. The teacher said, “Good, it’s spinach”. Then,
another student FR answered, “wortel sama kentang miss”. The teacher said, “ very
good, they were carrot and potato”. etc. The students were able to mention kinds of
vegetables in Indonesian, then the teacher repeated them in English. Even the class
looked a life because there was a life communication between the teacher and the
students interactively. The students were enthusiast join the English lesson.
2) Presentation (Survival Activity in the Circle Time)
In this part, the teacher told the topic they were going to learn and play that day.
The theme was vegetables. To survive the students about kinds of vegetables the teacher
used pictures of vegetables and fresh vegetables (spinach and corn) . Then, she explained
it loudly and clearly to make sure that the students understood about kinds of vegetables.
Next, she asked the students to read and repeat after her to make sure that they had
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correct pronunciation. The students imitated her loudly and enthusiastically. It meant that
most of them repeated the teachers’ sound correctly. Some of them still looked lazy to
open their mouth.
Furthermore, the teacher explained kinds of vegetables such as carrot, chili,
corn, spinach, and potato. Besides, she explained their color and taste, such as; spinach is
green, chili is red. The spinach is delicious and the chili is hot, etc. Then, she gave a
change to the students whether there were any difficulties or not. When the teacher
presented the materials as the survival of the students, most of them paid much attention
to her, but some of them didn’t. Then, the teacher explained the activities in corner, first,
about how to buy and sell vegetables, second, how to cook spinach and corns, and third,
how to serve them for the family . Most of students paid much attention to her, because
they would play and learn in the role play corner.
3) Practice (Main Activity in the Corner)
In this part, the students were divided into three group, they would practice
playing and learning in role play corner. However, before doing their activities, the
teacher asked them to look at the role play corner first, she explained them how to play
and learn in the role play corner. All the students paid much attention. After looked at
the role play corner the teacher asked them to entered the classroom. For first group they
were sellers, for second group they were buyers, and the third group they were a family
consisted of mother, father, and children. They would play in the role play corner.
When they were practicing role play in the role play corner, the teacher controlled
them, while her collaborator observed them. In other side, some students couldn’t wait in
turn one of them was crying. The teacher gave advice to them, finally all students joint
in the role play corner. Every student who has finished her/his duty, the teacher gave
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him/her reward, such as; small star, small sticker, etc. After finishing their activities the
teacher asked them to save things / media on the right place, while singing a song,
Figure 6. The steps to do BCCT method in second meeting cycle two
4) Production
To check the students’ result toward what had just learned, the teacher gave some
question to them randomly. First, the teacher asked them to tell what they have just
learned and played. Second, she asked them to mention kinds of vegetables, mention
their color and taste randomly. Teacher gave star to those who can answer the question
correctly. When the teacher gave some questions to the students randomly, they seemed
to be quite and paid attention. The teacher sat in the middle of students to give questions,
such as “Mention kinds of vegetables!” the teacher asked. The student (IR) answered
“spinach miss ”. “Good” the teacher prayed and continued to another student (IC) and
asked ”What color is it ?” she took spinach. The student (NS) answered “ green miss”.
“Very good” The teacher asked another student “ Have you ever eaten spinach? Is it
sweet or delicious?”. The student (GG) answered “yes, sweet miss” “Good”, the teacher
prayed, etc.
5) Closure
In this part, the teacher ended the class by saying good bye and assalamualaikum.
However, before closing it, she reminded the students to study harder and to memorize
kinds of vegetables at home. “Any questions to ask?” “Ada pertanyaan yang ingin
ditanyakan?” The students answered, “No”. Okay, let’s sing together” The teacher
Role play Corner 1 For first group they were sellers.
Role play Corner 2 For second group they were buyers.
Role play Corner 3 For the third group they were a family.
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asked them to sing together. They sang together, “See you later 2x, See you later okay 2x,
Don’t be sad, be sad 2x, Don’t be sad, sad is not good 2x, Don’t be sad, sad is not good”
Then, the teacher closed the class.
c. Third Meeting
1) Opening the class (warming up)
The third meeting was conducted on Tuesday March 10th, 2009. After the bell
had rung at the second period or exactly at 10.00 o’clock a.m. we, the writer and her
collaborator entered the classroom together. When the teacher opened the class, the
students seemed to be ready to join the lesson. They sat on the floor neatly and they
mostly paid attention to their teacher’s speaking. Then, when the teacher checked their
attendance, She asked them “ children, who is absent today?, coba dilihat temannya yang
hari ini tidak masuk ada ga?” they answered, “masuk semua ust” . On that day there
were no students absent. The students were little noisy, because one of their friend was
still crying. Her collaborator gave suggestion to him. Finally he could join the class
without crying. Then, the teacher asked them to account from the right side to the left
side one by one. They answered, “one, two, three, four, five, six…up to twenty. The
teacher prayed them by saying “good”.
Then, the teacher asked the students to claps together. The title of the claps is
‘Tepuk pohon’ The teacher gave example first, then the students followed her. They
claps together, “Tepuk pohon claps 3x, di bawah ada akar root, claps 3x, di atas ada
bunga flower, claps 3x, samping kanan ada daun leaf, claps 3x, samping kiri ada buah
fruit, claps 3x, di tengah ada batang pole…” They claped it three times. After that, the
teacher asked them to mention part of plant. The teacher said, “Mention part of plant,
please!” They were still confused. She repeated the question in Indonesian. She said,
“Siapa bisa menyebutkan bagian-bagian dari tanaman!” HD answered, “ buah miss”.
The teacher said, “Good, it’s fruit”. Then, another student PF answered, “daun sama
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bunga miss”. The teacher said, “ very good, they were fruit, flower and leaf”. etc. The
students were able to mention part of plant in Indonesian, then the teacher repeated them
in English.
2) Presentation (Survival Activity in the Circle Time)
In this part, The teacher told the topic they were going to learn and play that day.
The theme was part of plant. She started the activity by reviewing previous meeting
about fruits and vegetables. She asked the students to mention part of orange’s plant.
The students couldn’t answer. To survive the students about part of plant the teacher
used picture part of plant. Then, she explained it loudly and clearly to make sure that the
students understood about part of plant.. Next, she asked the students to read and repeat
after her to make sure that they had correct pronunciation.
Furthermore, the teacher explained part of plant such as; root, flower, leaf,
fruit, and pole. Besides, she explained the advantages of plant. She also explained the
size of plant (short and tall). For example, plant of mango is tall and its is eaten. After
that, she gave a change to the students whether there were any difficulties or not.. Then,
the teacher explained the activity they would be done in beam corner. First, she
explained how to make some buildings and park from beam wood. Most of students paid
much attention to her, especially male students, they were eager to play in beam wood,
but some of them didn’t. The teacher used beam wood and miniature of plant as teaching
media. Before doing activities in the beam corner, she reminded the rules that they had
done in the beam corner.
3) Practice (Main Activity in the Corner)
In this part, the students were divided into three group, each group consisted of
six or seven students. However, before doing their activities, the teacher asked them to
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look at the beam corner first, she explained them how to play and learn at the beam
corner. All the students paid much attention. After looked at the beam corner the teacher
asked them to entered the classroom. For first group, second group, and third group
they made some buildings and miniature park from beam wood. They started to take
beam wood to make miniature building and park. Then, they worked together with their
friends, some students made miniature building, other student made miniature park.
They used rectangle from triplex for play foundation. They looked enjoy learning in
the beam corner.
When they were practicing their activities in the beam corner, the teacher
controlled them, while her collaborator observed them. One student didn’t join in the
beam corner, she was crying, then the teacher gave motivation to her, finally she could
join in the beam corner. After finishing their activities the teacher asked them to save
things / media on the right place, while singing a song.
Figure 7. The steps to do BCCT method in third meeting cycle two
4) Production
To check the students’ result toward what had just learned and played, the
teacher gave some question to them randomly. First, the teacher asked them to tell what
they have just learned and played. Second, she asked them to mention part of plant,
mention what is the advantages of plant for human being, and the shape of plant
randomly. Teacher gave star to those who can answer the question correctly. When the
teacher gave some questions to the students randomly, they seemed to be happy. The
Beam Corner 1 For first group they made miniature building and park from beam wood.
Beam Corner 2 For second group they made miniature building and park from beam wood.
Beam Corner 3 For the third group they made miniature building and park from beam wood.
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teacher sat in the middle of students to give questions, such as “Mention part of plant!”
the teacher asked. The student (DM) answered “flower miss ”. “Good”, the teacher
prayed and continued to another student (AR) and asked ”Do you have plants at home?
What is their shape?” The student (RN) answered “yes, big”. “Very good”. The teacher
asked another student “ Have you ever seen a mango plant? Is it big or small?”. The
student (AR) answered “yes, big, miss” “Good”, the teacher prayed, etc.
5) Closure
When the bell finally rang, the teacher ended the class by saying good bye and
assalamualaikum. However, before closing it, she reminded the students to study harder
and to memorize part of plant at home. Then, the teacher closed the class. “Okay, if
there is no question, let me end this class. “Good bye my children, assalamu’alaikum”
The students responded “Good bye teacher, waalaikumsalam”.
Fourth Meeting
In this part, the teacher would evaluate the students written and orally. The
activities only consisted of opening the class (warming up), main activity (doing the test
written and orally), and the last was closure (ending the class). The following were the
detail information:
1) Opening the class
The fourth meeting was conducted on Friday March 13th, 2009. After the bell had
rung at the second period or exactly at 10.00 o’clock a.m. we, the writer and her
collaborator entered the classroom together. Before doing on her duty, the teacher had to
greet the students first. Then she didn’t forget to check their attendance by asking a
question, “who is absent today?” The students answered, “present semua ust”. On that
day, there were no absent students. They were complete 20 students.
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Then, the teacher explained what they were going to do on that day. She said that
they would give a quiz to evaluate what they have learned before. The test would be
divided into two tests namely; written test and oral test. In the written test the students
had to answer the questions by choosing the best answer on the part of paper sheet which
had been provided. The form of written test was multiple choices. The student had only
to choose the correct answer according to the appropriate question. While the total
number of it was 20 points and the time allotment to do the written test was thirty
minutes. The students did the written test together, the teacher read the written test, while
the students did the written test after the teacher finished reading. After finishing, they
could submit it to her.
In the oral test the students would be called one by one to come to her, and then
he/she would be interviewed orally. Meanwhile, the other students had to wait out side
while coloring the picture. Because of limited time, her collaborator helped her in
interviewing the students. Each students would have three minutes maximally with five
questions. So for 20 students, it needed for about 30 minutes with two testers. While the
question which had been provided were ten questions and the materials still dealing with
the previous lesson. After finishing, the teacher asked the students whether still any
question or not.
2) Main Activity
First of all, the teacher would take written test. The students did their written test
together. Firstly, she distributed the sheet of paper consisting the instrument of the test.
The total number for this test was only 20 points. The form of the test was multiple
choices, so that they just chose the correct answer after the teacher finished reading the
test, one by one. The material was still dealing with the previous topic, while the time
allotment to do the test was only thirty minutes.
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The second one was oral test. It was held after the written test had been finished.
The teacher was help by her collaborator, because the time was limited. She call the
students one by one entered the classroom. Then, the students would be interviewed
orally. Meanwhile, the other students had to wait out side the class patiently, while
coloring the picture. The students did the test well. The test lasted in thirty minutes,
because there were two testers, the teacher and her collaborator. After finishing, the
teacher asked the students to enter the class. The students returned to their class and had
a little conversation one to each other.
3) Closure
Having done all the activities, then the teacher close the class by saying thanks to
the students’ attending and participating to join the class well. But, before closing the
class she gave general review about the test. Most of students could do the test well. She
motivated the students to study harder. Besides, she also gave a chance to ask question,
that they didn’t understand yet. Because there was no question, finally she said good bye
and assalamu’alaikum to the class.
3. Observing and Monitoring
In this case, the writer and her collaborators did observation during the
implementation action while the students were doing their activities. Technique was used
for observing, as follows: (1)doing pre test and post test, (2) interview, (3) observation.
Based on the observation from first meeting to fourth meeting, it could be
known that (1) the improvement of students’ vocabulary was increased, therefore, it had
not been optimal yet. There were some students still had difficulties in pronouncing the
words, using the words, and grasping the meaning, (2) The students were more active in
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doing activities and they had high participation in English lesson, (3) The classroom
situation was more alive and enjoyable, but crowded.
(1) The improvement of students’ vocabulary was increased
The students’ vocabulary mastery was increased during the second cycle.
Because they could remind the words when they played and learnt in the interesting
corner The improvement of students’ vocabulary was increased, therefore, it had not
been optimal yet. There were some students still had difficulties in pronouncing the
words, using the words, and grasping the meaning. It can be seen on the result of post
test. The students started to enjoy learning in the corner, it can be seen from the result
of interview with one of students. Teacher: “Bagaimana dengan belajar bahasa Inggris
dengan bermain di centra mas?” Student (DMR) said: “Menyenangkan, miss”. In the
production phase, the students were able to mention some words, they still used mother
tongue and mispronounced, but they just made little mistake.. The result of observing
during the learning process can be seen at the following table:
No Aspect to be observed E VG G F 1. The use of words 1 11 7 1 2. Understanding the meaning 8 9 1 2 3. Pronunciation 2 12 3 3
Table 5:The improvement of students’ ability during teaching learning process in cycle 2.
Note:
E: Excellent VG: Very Good G: Good F: Fair
From the result of post-test, it seemed that the students’ ability in mastering
vocabulary trough BCCT method was good.. It is about 95% of the students
understood the use of words, 90% of the students understood the meaning of words, and
85% students were able to pronounce the English words. The students needed to give
motivation to learn in order to increase their achievement.
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(2) The students were more active in doing activities and they had high motivation in
joining English lesson.
The students were more active in doing the activities, it can be seen from their
activities in the circle time or in corner. All students could join in the corner’s activities.
They could work together with their friends, without disturbing. In the second meeting,
there were some students couldn’t wait in turn in doing the activities in the corner. The
students had high motivation in English lesson, as the result they always join in all
activities in the class or corner. They were braver to answer the teacher’s questions.
(3) The classroom situation was more alive and enjoyable, but crowded
The classroom situation was more alive, because there was a life communication
between the teacher and the students interactively. It happened in presentation phase and
production phase. When the teacher asked questions, the students answered the question
enthusiastically. Most of students seemed active. They always answer the teacher’s
question. The classroom situation was enjoyable, the students were crying in the class
was decreased. The teacher looked more friendly with the students. The classroom was
very crowded. Because most of students tried to answer teacher’s question, if they were
able to answer the teacher’s question, the class gave applause together.
4. Reflection
Reflecting the result of implementation in the first cycle will answer the question
as; what have been succeeded already?; what have not been succeeded yet?; Why have
they been happened?; and then how should it be?
a. What have been succeeded?
Implementing the action in the second cycle has succeeded in enhancing the
students’ vocabulary mastery of what they had learned before which was held in the
fourth meeting. After comparing the result of post-test in which the mean was 6.7 and
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the result of post-test in the second cycle in which the mean was 8.2, it can be concluded
that there is a better progress than before. It meant the students’ achievement improved
significantly. The influences of the action using BCCT method in the second cycle are as
follows; the students’ vocabulary mastery was develop well during the second cycle; the
students were more active in doing activities and they had high motivation in joining
English lesson; the classroom situation was more alive and enjoyable; they seemed to be
fun and comfortable. The teacher looked more friendly with her students and the role of
the teacher in managing the class was increased
b. What have not been succeeded yet?
The influence of the action using BCCT method has not been able to affect the
students’ psychological mind optimally for all students. For example, there were some
who were still little passive, there were some who still mispronounced the words, there
were some who still used mother tongue. Besides, the role of the teacher in managing
the class was needed to improve. The aimed was to make the student’s learning more
active and interactive, especially in explaining the material, creating activities in corner,
supporting the students’ motivation, and keeping the class lively.
c. Why have they been happened?
Based on reflecting and analyzing the implementation of the second cycle, it
showed that the students’ problems was caused by some things like; the role of the
teacher in managing the class had not been optimal yet. As a result, some students didn’t
wait in turn in doing activities in the corner. Besides, the students were very interested
in doing activities in the corner. As a result, they couldn’t leave the corner when the time
was over. They wanted to play and learn in the corner longer.
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d. How should it be then?
To gain the better process goal and better product, it was necessary to conduct
following action in the third cycle. Some things which were necessary to be improved
and increased in the third cycle as the improvements of the lack in the second cycle were
as follows: first, enhancing the role of the teacher to keep the class actively and
interactively was needed to improve. It means that the teacher had to control all
students, hopefully there weren’t passive students. In other words, the teacher had to
keep the class to be enjoyable atmosphere. Second, leading the students to pronounce the
difficulty words many time in presentation phase and giving some more exercises in
production phase was needed to improve. Third, Motivating the students to obey the
rules in corner, so that all students could wait in turn in doing activities in the corner.
Fourth, Giving more time to learn and play in the corner, so that the students would be
satisfied learning in the corner. In this case, the writer and her collaborator made some
discussion and advance to determine the solutions. They had decided to give solution as
follows;
Table: 6 The students’ problem and its solution
Students’ Problem Solution Mispronouncing the words lead the students to pronounce the
difficulty words many time in presentation phase and giving some more exercises in production phase.
Difficulty in grasping the meaning lead the students to translate the difficult words into Indonesian repeatedly in presentation phase and giving some more exercises in production phase.
The students couldn’t wait in turn in doing the activities in the corner.
Give Motivation the students to obey the rules in corner and giving them number tag.
The students couldn’t leave the corner when the time was over.
Give more time to learn and play in the corner, so that the students would be satisfied learning in the corner
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For the above purpose, the teacher had to rearrange the time in teaching learning
process.. It was done to get better result in the third cycle. Besides, the teacher had to
control students and keep monitoring the class more so that the classroom situation
became more alive and comfortable.
3. Cycle 3
1. Planning the Action
Based on the result of reflection of cycle 2 and the result of discussion with her
collaborator she thought it was very important to continue the action for Cycle 3. The
writer and her collaborator then arranged the action plan for the third cycle. This action
plan was as the revision result to improve the weaknesses and the lack in the second cycle
which was regarded not to be succeeded yet to solve all students’ problems.
The solutions which the writer offered were as follows; (1) The teacher practiced the use
of English words using Total Physical Response (TPR) at every meeting and using
name tag with number on it. The teacher used instruction in English more. (2) The
teacher lead the students to translate the difficulty words into Indonesian repeatly in
presentation phase and giving some more exercises in production phase and lead them to
pronounce the difficulty words repeatly in presentation phase and giving some more
exercises in production phase; (3) Enhancing the teacher’ role to arouse the students’
motivation. It means that the teacher had to give support to the students so that the
students are more interested in studying English. In other words, the teacher had to keep
the class to be enjoyable atmosphere; (4) Giving motivation for the students who were
still little passive; (5) controlling all students’ activities, especially in main activity; (6)
The teaching and learning process would give bigger portion to the activity of asking and
answering questions; therefore the students were able to use English words in simple
sentences and they could improve their vocabulary.
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Before planning the action, the writer did some activities. Those activities were:
(a) discussing with collaborator; (b) designing lesson plan; (c) preparing the materials;
(d) Preparing teaching media; (e) preparing evaluation; (f) preparing kinds of corner
and group work for each meeting. The activities were described in the following
sections:
(a) Discussing with collaborator.
The aimed was for solving the problem in second cycle. The writer and her
collaborator discussed about how to overcome the problems. . Therefore, they could be
solved in third cycle. The problem was the teaching learning process was lack of
monitoring; as a result there were some students a little passive. The students couldn’t
wait in turn in doing activities in the corner, as a result when the time was over the
students didn’t leave the corner. The classroom situation was very crowded, because
most of students tried to answer the teacher’s question, if they were able to answer the
question the class gave applause together. After getting comprehension about the
solution, then they discussed about how to make lesson plan for third cycle, so that the
writer had same perception with her collaborator.
(b) Designing lesson plan
They made lesson plan for four meetings. They determined the objective of
lesson plan consists of: General Instructional Objective (GIO) and Specific Instructional
Objective (SIO). For first meeting the theme was ‘kinds of profession in the village’;
for second meeting was ‘kinds of profession in the city’; for third meeting was ‘kinds of
profession in the country’; and for the last meeting was doing post test. Each meeting
lasted 1 x 60 minutes. She planned four meeting for the third cycle, three meetings for
presentation and activities using corner and one meeting for post test. Each meeting
consisted of five parts namely opening the class(warming up), presentation (surviving
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the material in the circle time), practice (main activity for the students in the corner),
production, and closure.
(c) Preparing the materials.
They prepared the material as well as possible. She planned four meeting for the
third cycle, three meetings for presentation and doing activities in corners and one
meeting for doing post test. For the first meeting, she was used kinds of profession in
the village as the theme. For second meeting, she was used kinds of profession in the
city. For the third meeting she was used kinds of profession in the country. For the last
meeting she was used for doing post test about the topic. Besides, they prepared kind of
story to support the material. For example, for the first meeting they chose children’s
story ‘A good farmer’ for supporting the theme.
d) Preparing teaching media.
In this phase, she prepared more interesting teaching media suitable to the
material in order to make all students join in the class. For the first meeting to fourth
meeting, they prepared pictures of kinds of profession in the village , pictures of kinds of
profession in the city, picture of president and vice president, paper, pictures series,
color pencils, kinds of profession puzzle, scissor, miniature medical instruments and so
on. Besides, they also prepared real object such as; uniform of doctor, uniform of nurse,
bed, pillow, and so on.
(e) Preparing evaluation
In this phase, they prepared the test to know the result of the action, consists of
daily quiz and post-test. The number of post-test was 30 items, consists of 20 items for
written test and 10 item for oral test. For first meeting to third meeting, they made daily
quiz for the students randomly, consisted of 5 items. The material of test related to
the theme that they had learnt.
(f) Preparing kinds of corner and group work for each meeting.
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In this phase, they prepared kinds of corner for each meeting. For the first
meeting she was used art corner, for second meeting she was used role play corner, for
third meeting she was used preparation corner. Meanwhile, for designing group the
students was divided into three group. Each group consisted of six or seven students, one
of them became a leader for every group. For designing the group, they chose based
on their characteristics and ability.
2. Implementing the Action
a. First Meeting
In this activity, the teacher did a set of activities. Among of them were opening
the class, presentation, practice, production, and closure. As for the detail descriptions
would be explained in the following parts:
1) Opening the class (Warming up)
The first meeting was conducted on Tuesday, March 17th, 2009. After the bell
had rung at the second period or exactly at 10.00 o’clock a.m. we, the writer and her
collaborator entered the classroom together. The teacher firstly says greeting and the
students respond it. When the teacher opened the class by giving greeting, the students
responded her well. They could also answer the teacher’s questions correctly. It meant
that they had better progress than before.
Then, to warm up the class the teacher asked the students to claps together. The
teacher sang a song while greeting the students, “Good morning to you 3x Good morning
everybody, good morning to you”. The students answered, “ good morning teacher 3x”.
“Good morning my teacher, good morning teacher”. After that, the students were silence.
Then the teacher asked them to listen the story. She used series pictures. The teacher said
“ One day Mr Jono goes to the farm, He planted rice plant on the farm, After three
months Mr. Jono and her wife harvest their rice plant. Mr. Jono sells the rice plant in
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traditional market”. Then the teacher asked them to mention kinds of profession in the
village. Teacher said, “Please mention kinds of profession in the village”. The students
still kept silence. Then, she repeated it in Indonesian. “Coba siapa bisa menyebutkan
macam-macam pekerjaan yang ada di desa!” NJ said “farmer miss”. MR said “ tukang
kayu sama nelayan miss”. That’s right. Kinds of profession in the village is farmer,
carpenter, fisherman, teacher, batik painter and so on. Teacher asked them where do they
work. BC said “petani kerjanya di sawah miss”. Teacher said, “That’s right, the farmers
work in the farm”. IBR said “nelayan di laut miss”. ZH said “ guru di sekolah miss”.
The teacher answered “Okay good, fisherman works in the sea, teacher works in the
school”. The teacher told the topic they were going to learn and play. That’s kinds of
profession in the village.
2) Presentation (Survival Activity in the Circle Time)
In this part, they sat on the circle position where the teacher sat near the students.
To survive the students about kinds of profession in the village the teacher used pictures
kinds of profession. Then, she explained it loudly and clearly to make sure that the
students understood about kinds of profession in the village. Next, she asked the students
to read and repeat after her to make sure that they had correct pronunciation. The students
imitated her excitedly and enthusiastically. It meant that most of them repeated the
teachers’ sound correctly.
Furthermore, the teacher explained kinds of profession such as; farmer, carpenter,
fisherman, teacher, batik painter and so on. Besides, she explained the places where they
work. (farm, beach, school and factory). After that, she gave a change to the students
whether there were any difficulties or not. When the teacher presented the materials as
the survival of the students, most of them paid much attention to her, but some of them
didn’t. Then, the teacher explained first about the activities in preparation corner. She
explained how to apply a color picture kinds of profession, how to play puzzle of
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profession, and how to cut picture of profession. After finishing, the teacher asked the
students to ask a question. There weren’t students ask the question.
3) Practice (Main Activity in the Corner)
In this part, the students were divided into three group, they would to practice
playing and learning in the preparation corner. However, before doing their activities, the
teacher asked them to look at the preparation corner first, she explained them how to play
and learn at the art corner. All the students paid much attention. After looked at the art
corner the teacher asked them to entered the classroom. For first group they applied a
color to picture kinds of profession, for second group they played puzzle of profession,
and for the last group they cut picture of profession. After finishing, they moved in
other place, for the first group moved to second group, for second group moved to third
group, etc.
When they were practicing some activities in preparation corner, the teacher
controlled those who there was not any problem, while her collaborator observed them.
All students could join in the preparation corner. After finishing their activities the
teacher asked them to save things / media on the right place, while singing a song.
Figure 8. The steps to do BCCT method in first meeting cycle three.
4) Production
To check the students’ result toward what had just learned, the teacher gave some
question to them randomly. First, the teacher asked them to tell what they have just
Preparation Corner 1 For first group they applied a color picture kinds of profession
Preparation Corner 2 For second group they played puzzle of profession
Preparation Corner 3 For the third group they cut picture of profession.
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learned and played. Second, she asked them to mention kinds of profession in the
village, mention places where they work randomly. Teacher gave star to those who were
able to answer the question correctly. When the teacher gave some questions to the
students randomly, they seemed to be happy. The teacher sat in the middle of students to
give questions, such as “Mention kinds of profession in the village!” the teacher asked.
The student (MJ) answered “farmer, fisherman”. “Good” the teacher prayed and
continued to another student (NS) and asked ”Do you know teacher? Where does she
work?”. The student (NS) answered “ Yes, school miss”. “Very good” The teacher asked
another student “ Do you know fisherman? Where do they work?”. The student (ZK)
answered “yes, beach miss” “Good”, the teacher prayed, etc
5) Closure
In this part, the teacher ended the class by saying good bye and assalamualaikum.
However, before closing it, she reminded the students to study harder and to memorize
kinds of fruit at home. The teacher asked the students to sing a song together, the title is
‘sayonara’. They sang together, “Sayonara 2x, Thank you teacher for today 2x, See you
later to my friends, Sayonara 2x, See you later…Okay. Then, the teacher closed the
class. “Okay, if there is no question. Let me end this class. Thank you very much for
your attention. Good bye, see you later, Assalamualaikum” The students responded her,
“ Good bye, teacher. Thank you very much, Wa’alaikumsalam”.
b. Second Meeting
1) Opening the Class (Warming Up)
The second meeting was conducted on Friday, March 20th, 2009. What the
teacher did in this part is not too different to the activity in the first meeting. After the
bell had rung at the second period or exactly at 10.00 o’clock a.m. we, the writer and her
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collaborator entered the classroom together. When the teacher opened the class, the
students seemed to be ready to join the lesson. They sat on the floor neatly and they
mostly paid attention to their teacher’s speaking seriously. After checking attendance
and asking their condition, she started the lesson.
Then, the teacher asked the students to sing together. The title of song is ‘Good
morning’ The teacher sang first, then the students followed her. They sang together,
“Good morning 2x, good morning my teacher, Good morning 2x, good morning my
friends, Welcome to you 2x, welcome to you all 2x, Glad to meet you all”. They sang it
once. After that, the teacher asked them to mention kinds of vegetables. The teacher said,
“Mention kinds of profession in the city, please!” They were still confused. She repeated
the question in Indonesian. She said, “Siapa bisa menyebutkan macam-macam pekerjaan
di kota!” DR answered, “polisi ust”. The teacher said, “Good, policeman”. Then,
another student FR answered, “dokter, sopir miss”. The teacher said, “ very good, they
were doctor and driver”. etc. The students were able to mention kinds of profession in the
city in Indonesian, then the teacher repeated them in English. Even the class looked a
life because there was a life communication between the teacher and the students
interactively. The students were enthusiast join the English lesson.
2) Presentation (Survival Activity in the Circle Time)
In this part, the teacher told the topic they were going to learn and play that day.
The theme was ‘kinds of profession in the city’. To survive the students about kinds of
profession in the city, the teacher used pictures of kinds of profession in the city and
their uniform. Then, she explained it loudly and clearly to make sure that the students
understood about kinds of profession in the city. Next, she asked the students to read
and repeat after her to make sure that they had correct pronunciation. The students
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imitated her loudly and enthusiastically. It meant that most of them repeated the
teachers’ sound correctly. Some of them still looked lazy to open their mouth.
Furthermore, the teacher explained kinds of profession such as; doctor, teacher,
driver, pilot, and nurse. Besides, she explained places where they work, such as;
hospital, school, airport and office. Then, she gave a change to the students whether
there were any difficulties or not. When the teacher presented the materials as the
survival of the students, most of them paid much attention to her, but some of them
didn’t. Then, the teacher explained first about how to be doctors, how to be nurse, and
how to be patients. Most of students paid much attention to her, because they would
play and learn in the role play corner..
3) Practice (Main Activity in the Corner)
In this part, the students were divided into three group, they practiced playing
and learning in role play corner. However, before doing their activities, the teacher asked
them to look at the role play corner first, she explained them how to play and learn at the
role play corner. All the students paid much attention. After looking at the role play
corner the teacher asked them to entered the classroom. For first group they were
doctors, for second group they were nurses, and the third group they were patients
consisted of mother, father, and children.
When they were practicing role play in the role play corner, the teacher controlled
those who there was not any problem, while her collaborator observed them. All students
joint in the role play corner. Every student who has finished her/his duty, the teacher
gave him/her reward, such as; good, very good, great, and so on. After finishing their
activities the teacher asked them to save things / media on the right place, while singing
a song.
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Figure 9. The steps to do BCCT method in second meeting cycle three
4) Production
To check the students’ result toward what had just learned, the teacher gave some
question to them randomly. First, the teacher asked them to tell what they have just
learned and played. Second, she asked them to mention kinds of profession in the city,
mention the places where they work randomly. Teacher would give star to those who
can answer the question correctly. When the teacher gave some questions to the students
randomly, they seemed to be quite and paid attention. The teacher sat in the middle of
students to give questions, such as “Mention kinds of profession in the city !” the teacher
asked. The student (RR) answered “dokter miss ”. “Good” the teacher prayed and
continued to another student (IC) and asked ”Who is he ?” she took picture of
policeman.. The student (NS) answered “ polisi miss”. “Very good, policeman” The
teacher asked another student “ Have you ever seen a doctor? What color is their
uniform?”. The student (GG) answered “yes, putih, white miss” “Good”, the teacher
prayed, etc.
5) Closure
In this part, the teacher ended the class by saying good bye and assalamualaikum.
However, before closing it, she reminded the students to study harder and to memorize
kinds of vegetables at home. “Okay, let’s sing together” The teacher asked them to sing
together. They sang together, “See you later 2x, See you later okay 2x, Don’t be sad, be
Role play Corner 1 For first group they were doctors.
Role play Corner 2 For second group they were nurses.
Role play Corner 3 For the third group they were patients.
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sad 2x, Don’t be sad, sad is not good 2x, Don’t be sad, sad is not good” Then, the
teacher closed the class.
c. Third Meeting
1) Opening the class (warming up)
The third meeting was conducted on Tuesday March 24th, 2009. After the bell
had rung at the second period or exactly at 10.00 o’clock a.m. we, the writer and her
collaborator entered the classroom together. After checking attendance and asking their
condition, she started the lesson.
Then, the teacher asked the students to claps together. The title of the claps is
‘Tepuk tenang’ The teacher gave example first, then the students followed her. They
claps together, “Tepuk tenang 3x, claps 3x, te…., claps 3x, nang….claps 3x, tenang
sedakep cep.” They clapped it twice. After that, the teacher asked them to mention
kinds of profession in the country. The teacher said, “Mention kinds of profession in the
country, please!” They were still confused. She repeated the question in Indonesian. She
said, “Siapa bisa menyebutkan nama-nama pekerjaan di suatu negara!” HD answered,
“presiden miss”. The teacher said, “Good, it’s president”. Then, another student PF
answered, “Jakarta miss”. The teacher said, “ Jakarta is capital of Indonesia, Jakarta itu
ibu kota Negara kita, very good ”. etc. The students were able to mention kinds of
profession in the country in Indonesian, then the teacher repeated them in English. All
students tried to answer teacher’s questions.
2) Presentation (Survival Activity in the Circle Time)
In this part, the teacher told the topic they were going to learn and play that day.
The theme was ‘kinds of profession in the country’. To survive the students about part of
plant the teacher used picture of president and vice president. Then, she explained it
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loudly and clearly to make sure that the students understood about kinds of profession in
the country. Next, she asked the students to read and repeat after her to make sure that
they had correct pronunciation. The students imitated her excitedly and enthusiastically.
It meant that most of them repeated the teachers’ sound correctly.
Furthermore, the teacher explained kinds of profession in the country. such as;
president, (Mr. Susilo Bambang Yudhoyono), vice president, (Mr. Yusuf Kalla),
ministers. Besides, she explained the capital of country (Jakarta). After that, she gave a
change to the students whether there were any difficulties or not. When the teacher
presented the materials as the survival of the students, most of them paid much attention
to her, but some of them didn’t. Then, the teacher explained the activity they would be
done in art corner. First, she explained how to match between flag and name of country,
how to match number and its account, and how to sew the picture of monas. Most of
students paid much attention to her, especially female students, they were eager to play
in art corner, but some of them didn’t.
3) Practice (Main Activity in the Corner)
In this part, the students were divided into three group, they practiced playing and
learning in the art corner. However, before doing their activities, the teacher asked them
to look at the art corner first, she explained them how to play and learn at the art corner.
All the students paid much attention. After looked at the art corner the teacher asked
them to entered the classroom. For first group they matched between flag and name of
country, second group they matched number and account of things, and third group they
sew the picture of monas They started to take beam wood to make miniature building
and park. Then, they worked together with their friends, some students match number
and account of things, other student sew the picture of monas. They used kinds of thread
and some picture of flags. They looked enjoy in the art corner.
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When they were practicing their activities in the art corner, the teacher controlled
them, while her collaborator observed them. One student didn’t join in the art corner,
she was crying, then the teacher gave motivation to her, finally she could join in the
nature corner. Every student who has finished her/his task, the teacher gave him/her
reward, such as; good, very good, great, and so on. After finishing their activities the
teacher asked them to save things / media on the right place, while singing a song.
Figure 10. The steps to do BCCT method in third meeting cycle three.
4) Production
To check the students’ result toward what had just learned and played, the
teacher gave some question to them randomly. First, the teacher asked them to tell what
they have just learned and played. Second, she asked them to mention part of plant,
mention what is the advantages of plant for human being, and the shape of plant
randomly. Teacher would give star to those who can answer the question correctly.
When the teacher gave some questions to the students randomly, they seemed to be quite.
The teacher sat in the middle of students to give questions, such as “Mention kinds of
profession in the country!” the teacher asked. The student (DM) answered “president
miss ”. “Good”, the teacher prayed and continued to another student (AR) and asked
”who is our president?” The student (RN) answered “Mr. SBY”. “Very good”. The
teacher asked another student “ Who is our vice president? The student (AR) answered
“Mr. Yusuf Kalla miss” “Good”, the teacher prayed, etc.
Art Corner 1 For first group they matched between flag and name of country
Art Corner 2 For second group they matched number and its account.
Art Corner 3 For the third group they sew the picture of monas.
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5) Closure
In this part, the teacher ended the class by saying good bye and assalamualaikum.
However, before closing it, she reminded the students to study harder and to memorize
profession at the country at home. Then, the teacher closed the class. “Okay, if there is
no question, let me end this class. Thank you very much for your attention. Good bye,
see you later, assalamualaikum” The students responded her, “ Good bye, teacher.
Wa’alaikumsalam. Thank you very much”.
Fourth Meeting
In this part, the teacher would evaluate the students written and orally. The
activities only consisted of opening the class (warming up), main activity (doing the test
written and orally), and the last was closure (ending the class). The following were the
detail information:
1) Opening the class
The fourth meeting was conducted on Friday March 27th, 2009. After the bell
had rung at the second period or exactly at 10.00 o’clock a.m. we, the writer and her
collaborator entered the classroom together. Before doing on her duty, the teacher had to
greet the students first. Then she didn’t forget to check their attendance by asking a
question, “who is absent today?” The students answered, “nihil miss”. On that day, there
were no absent students. They were complete 20 students.
Then, the teacher explained what they were going to do on that day. She said that
they would give a quiz to evaluate what they have learned before. The test would be
divided into two tests namely; written test and oral test. In the written test the students
had to answer the question by choosing the best answer on the part of paper sheet which
had been provided. The form of written test was multiple choices. The student had only
to choose the correct answer according to the appropriate question. While the total
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number of it was 20 points and the time allotment to do the written test was thirty
minutes. The students did the written test together, the teacher read the written test, while
the students did the written test after the teacher finished reading. After finishing, they
could submit it to her.
In the oral test the students would be called one by one to come to her, and then
he/she would be interviewed orally. Meanwhile, the other students had to wait out side
while coloring the picture. Because limited time, her collaborator helped her in
interviewing the students. Each students would have three minutes maximally with five
questions. So for 20 students, it needed for about 30 minutes with two tester. While the
question which had been provided were ten questions and the materials still dealing with
the previous lesson. After finishing, the teacher asked the students whether still any
question or not.
2) Main Activity
First of all, the teacher would take written test. The students did their written test
together. Firstly, she distributed the sheet of paper consisting the instrument of the test.
The total number for this test was only 20 points. The form of the test was multiple
choices, so that they just chose the correct answer after the teacher finished reading the
test, one by one. The material was still dealing with the previous topic, while the time
allotment to do the test was only thirty minutes.
The second one was oral test. It was held after the written test had been finished.
The teacher was help by her collaborator, because the time was limited. She call the
students one by one entered the classroom. Then, the students would be interviewed
orally. Meanwhile, the other students had to wait out side the class patiently, while
coloring the picture. They took turn well. The test lasted in thirty minutes, because there
were two testers, the teacher and her collaborator. After finishing, the teacher asked the
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students to enter the class. The students returned to their class and had a little
conversation one to each other.
3) Closure
Having done all the activities, then the teacher close the class by saying thanks to
the students’ attending and participating to join the class well. But, before leafing the
class she didn’t forget to remind them to study harder, in order to increase their English
vocabulary mastery. Besides, she also gave a chance to ask question, that they didn’t
understand yet. Because there was no question, finally she said good bye and
assalamu’alaikum to the class. The students responded her, “ Good bye, teacher.
Wa’alaikumsalam. Thank you very much”.
3. Observing and Monitoring
In this case, the writer and her collaborators did observation during the
implementation action while the students were doing their activities. Technique was used
for observing, as follows: (1)doing pre test and post test, (2) interview, (3) observation.
Based on the observation from first meeting to fourth meeting, it could be
known that (1) the improvement of students’ vocabulary was increased, therefore, it had
not been optimal yet. Difficulty in pronouncing the words, using the words, and
grasping the meaning was decreased, (2) the students were more active in doing
activities and they had high participation in English lesson, (3) The classroom situation
was more alive and enjoyable. The students were not too crowded.
(1) Improving students’ vocabulary mastery
The students’ vocabulary mastery was increased during the third cycle. Because
they reminded the words when they played and learnt in the interesting corner. The
difficulties in pronouncing the words, using the words, and grasping the meaning was
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decreased. It can be seen on the result of post test. The students had enjoyed learning in
the corner, it can be seen from the result of interview with one of students. Teacher:
“Bagaimana dengan belajar bahasa Inggris dengan bermain di centra mbak?” Student
(MR) said: “Menyenangkan, miss”. In the production phase, the students were able to
mention some words, they still used mother tongue and mispronounced, but they just
made little mistake. The result of observing during the learning process can be seen at
the following table:
No Aspect to be observed E VG G F 1. The use of words 11 3 4 2 2. Understanding the meaning 9 4 6 1 3. Pronunciation 2 9 9 0
Table 7:The improvement of students’ ability during teaching learning process in cycle 3.
Note:
E: Excellent VG: Very Good G: Good F: Fair
From the result of post-test, it seemed that the students’ ability in mastering
vocabulary trough BCCT method was good.. It is about 90% of the students
understood the use of words, 95% of the students understood the meaning of words, and
100% students were able to pronounce the English words. The students needed to give
motivation to learn in order to increase their achievement.
(2) The students were more active in doing activities and they had high motivation in
joining English lesson.
The students were more active in doing the activities, it can be seen from their
activities in the circle time or in corner. All students could join in the corner’s activities.
The students were able to wait in turn using name tag and number. They could be on
time in doing activities in the corner. They worked together with their friends, without
disturbing. They also had closed relationship among them because in doing activities in
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the corner they had to work together and change their group. They were braver to
answer the teacher’s questions.
(3) The classroom situation was more alive and enjoyable
The classroom situation was more alive, because there was a life communication
between the teacher and the students interactively. It happened in presentation phase and
production phase. When the teacher asked questions, the students answered the question
enthusiastically. Most of students seemed active. They answered the teacher’s question
with little mistake. The classroom situation was enjoyable, the crying students in the
class was decreased. The teacher looked more friendly with the students. The classroom
was little crowded. Because most of students tried to answer teacher’s question, if they
were able to answer the teacher’s question, the class didn’t give applause together.
(4) The quality of teaching and learning process in cycle three was significantly
increased.
The students who were usually not active in the previous cycle begin to be more
active and responsive in this cycle. They became active in listening the teacher’s
explanation, answering teacher’s question, repeating the words, pronouncing the
difficulties words, so that they could have a fluency in understanding meaning and
pronouncing the words. When the students got difficulties, they directly asked the
teacher to solve their problems. So they got a solution at once, and they could overcome
their mistake soon. When they still felt shy, even afraid to answer the question, the
teacher immediately supported and motivated them to wake up from unlucky attitudes.
By observing the students’ activities in every action, it could be stated the
implementation or treatment which had been carried out by the teacher using BCCT
method was still suitable to improve the students’ English vocabulary mastery. The
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obvious evidence could be seen from their achievement which was reflected by their
score after each action test.
4. Reflection
The result of teaching learning process of English vocabulary mastery using
BCCT method as a teaching technique showed increases from cycle one to cycle two and
cycle three. The improvements were quite significant especially in improving the
English vocabulary competence. It could be seen from what the writer told before in
which psychologically the students had been supported and motivated to master
vocabulary. Besides, it could also be seen by comparing the previous post test in the
second cycle and the post test in the third cycle.
The result of the mean of scores that they got from the third cycle was as follows;
the mean of the post test in the second cycle was 8.2 and the mean of post test in the third
cycle was 8.8. This increasing was better than the second cycle. The mean of post test in
the third cycle was better than pre-test, post test in the first and second cycle.
The result of observation showed that the students’ motivation got improvement.
Some students who were not active in the lesson decreased. Their confidence in
answering the teacher’s questions increased. Many of them were able to do the task well.
They also did corner’s activities well and they did it on time. The students could obey
the rules in doing activities in the corners.
From the reflection, it could be concluded that the third cycle had given a better
result in improving the students’ motivation in learning English especially English
vocabulary mastery although some low students had to give attention more, so that they
would get optimal result in their learning English.
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5. Recommendation
Based on the finding, weakness, and the strength the researcher found in the
previous sections, it is strongly suggested that when BCCT method is applied there must
be some condition as to meet: (1) the teachers have to able to manage the class as well as
possible, (2) the teacher must have creativity and innovation to create interesting
corner’s activities, (3) the teacher must not either stay in her chair or stand in one place,
and (4) the teachers have to give the instructions as explicit as possible.
C. Discussion of Research Findings
The four parts of this chapter has provided the overview of research finding of
BCCT method used to improve the students’ vocabulary mastery. The research findings
show some important points as follows: (1) The improvement of students’ vocabulary
was increased, (2) the students were more active in doing activities and they had high
motivation in joining English lesson, (3) the classroom situation was more alive and
enjoyable, the students were not too crowded, (4) the quality of teaching and learning
process was significantly increased. The following were the detail information about the
research finding;
(1) The improvement of students’ vocabulary was increased
This statement is supported by the following tables which show the pre test and
post test result. The pre test is taken at the first meeting which has all the students taking
the test. On the other hand, the post test is taken at the end of the class. Having carried
out the research in which the teacher use BCCT method teaching technique in teaching
English to kindergarten students, their English achievement in English vocabulary
competence are increased. The following is the table describing the students’ score result
in each test which is taken from the end of each cycle.
Table 8: The result of each test in every cycle.
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Pre-Test Cycle I Cycle II Cycle III
Total Score 123.333 133.333 164.333 175.667
Mean Score 123.333/20=
6.167
133.333/20=
6.667
164.333/20=
8.217
175.667/20=
8.783
(The more detail information can be seen at the appendix 22 page 211)
Based on the above table, the writer sees that the test result from the first cycle
until third cycle always get a better progress. It means that the students’ achievement
improved significantly.
(2) The students were more active in doing activities and they had high motivation in
joining English lesson
BCCT method can make the students more active in the class. The students were
more active in doing their activities, it can be seen from their activities in the circle time
or in the corner. In the circle time the students could answer the teacher’s question
actively. In the corner they could do their task well. The students were able to wait in
turn using name tag and number. They learned and worked together with their friends,
without disturbing each other. They also had closed relationship among them because in
doing activities in the corner they had to work together and change their group. They
were braver to answer the teacher’s questions. Piaget in Ditjen PLSP (2006: 16) said
that:
“ The children should be active, brave and have high motivation in learning, therefore they will get successful in the future, and the teachers are able to guide them by giving appropriate media, but the most important is the children are able to understand knowledge by finding itself”.
From the above statement, it could be concluded that the activeness and high
motivation was really needed in conducting teaching learning process. Having high
motivation and activeness in early education would influence their successful in the
future.
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(3) The classroom situation was more alive and enjoyable, the students were not too
crowded
The classroom situation was more alive, because there was a life communication
between the teacher and the students interactively. It happened in presentation phase and
production phase. When the teacher asked questions, the students answered the question
enthusiastically. Most of students seemed active. They answered the teacher’s question
with little mistake. The classroom situation was enjoyable, the crying student in the
class was decreased. The teacher looked more friendly with the students. The classroom
was little crowded. Because most of students tried to answer teacher’s question, if they
were able to answer the teacher’s question, the class gave applause together.
Creating a good atmosphere in the classroom is very important, in order to make
the students feel enjoyable in joining the lesson. Deller in Wajnryd (1992: 119) said that:
“Traditionally we think of the classroom as the place where the teacher ‘know’ and the students ‘don’t know’ and their reason for being there is to ‘find out’. This model of education invests a great deal of power in teachers, many of whom assume that classroom power, as well as the responsibility for learning success, ………
(4) the quality of teaching and learning process was significantly increased.
The result of observations showed that the students’ motivation got improvement.
Some students who were not active in the lesson decreased. The classroom situation was
enjoyable, and the students’ achievement increased significantly. It meant that the
quality of teaching and learning process was significantly increased. Besides, the ability
of teacher got improvement. She was able to create interesting activities in the corner, so
that the students were interested in joining the lesson. She also used innovative teaching
media in teaching learning process. Therefore, the students didn’t feel bored in learning
English. Because the teacher prepared various activities in the classroom or outside. On
the contrary, if the students felt bored, they would loss their attention on teaching
learning process. As a result, the students wouldn’t able to catch the lesson easily
cxxxix
because their lost interest and participant. Douglas (1987: 48) stated that “Routine
activities in learning can make the students bored. As a result, their motivation and
participation in learning will decrease”.
At the end of cycle three, the writer has interviewed some students dealing with
the implementing the action using BCCT method teaching technique to know how far the
influence of this technique accepted by them in teaching English especially English
vocabulary. The result is as follows:
1. When the students are asked how they think about learning English vocabulary using
BCCT method. Most of them agree with the use of BCCT method. The reasons are
varieties for instance, BCCT method makes them enjoyable, because they can learn
by playing. They are not easy to be bored because they can learn in other place, not
only in the classroom. They can learn and play in different corner. They are
interested in learning English vocabulary with the use of BCCT method.
2. When they are asked whether they feel that there is a better progress in learning
English vocabulary using BCCT method. Most of them agree with the use of BCCT
method because it makes them happy, relax and creative. They are happy, because
they are able to answer the teacher’s question. They also have much time to learn
and play in the corner’s activities. It means that there is a better progress in learning
English vocabulary.
3. When they are asked whether they are shocked or get much trouble with the use of
BCCT method. They respond that they don’t feel any trouble.
Based on the above data, the writer concludes that teaching technique using
BCCT method really gives a high contribution in improving and enhancing the students’
English vocabulary mastery, especially for second grade (group B) students at Fahimna
Kindergarten Surakarta. Moreover it also helps the students to grasp the vocabulary
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mastery easily because they can remind the English words during learning in the
corners.
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BAB VI
CONCLUSION AND SUGGESTION
A. Conclusion
After conducting the research of teaching English vocabulary at kindergarten
students through the use of ‘BCCT method’, the result shows that it can improve the
students’ English vocabulary mastery of the group B at Fahimna Kindergarten Surakarta.
It can be seen from their participation in not only paying attention to the class teaching
learning process but also interacting to the corner’s activities. They have become more
active and have been excited to join the class. Besides, when the teacher evaluates them
to do the test, the result is satisfied enough. The mean of score from pre test and from
cycle one to the following cycle always has better progress. This shows that teaching
English by using ‘BCCT method’ gives a high contribution to encourage the students’
English vocabulary mastery.
Based on the result of research above, the writer concludes these following
important points:
1. The use of Beyond Center and Circle Time Method as teaching technique improved
students’ vocabulary mastery at Fahimna Kindergarten.
2. The improvement is quite significant. It was reflected from the students’ attitude
inside the class during the English teaching learning process. They become more
active, excited, and responsive to the presented materials.
3. Although the technique brings the positive progress, however there are still few
problems in applying this technique. Firstly, for hyperactive students, they tend to
dominate the corner’s activities, therefore the teacher has to control them as well as
possible. Secondly, for slow learners, the teacher has to give attention more.
Besides, the teacher had to support them to get better result in studying. The last,
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the class will be a little crowded or chaos in the classroom if the teacher can’t manage
them well, but it can make the students excited to learn.
4. Based on the evaluation and the result of observation the teacher then makes some
efforts to solve the students’ problem. It’s description is as follows:
Table 9: The students’ problem and its solution.
Students’ Problem Solution A little passive Give a high motivation, create the class to
be enjoyable atmosphere. Mispronouncing the words lead the students to pronounce the
difficulty words many time in presentation phase and giving some more exercises in production phase.
Difficulty in grasping the meaning lead the students to translate the difficult words into Indonesian repeatedly in presentation phase and giving some more exercises in production phase.
The students couldn’t wait in turn in doing the activities in the corner.
Give Motivation the students to obey the rules in corner and giving number tag.
The students couldn’t leave the corner when the time was over.
Give more time to learn and play in the corner, so that the students would be satisfied learning in the corner
5. Language teaching can be an interesting challenge when teachers make the efforts to
explore a variety of approaches. BCCT method just is one of many methods
available for exploitation. With some attention given to the needs of the learners,
both the teacher and the learners can play active roles in the classroom, making
language classes livelier, challenging and interesting.
B. Implication
The result of the research shows that teaching English using BCCT method can
improve the kindergarten students’ motivation in learning English, especially on the
second grade kindergarten students (group B). It is not only improving their motivation,
but also improving achievement, especially improving students’ English vocabulary
mastery.
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According to the result, teaching using BCCT method is a good technique in
improving the students’ motivation and achievement in learning English. This result was
suggested to be the literature for the teacher and the training in improving the quality in
applying the effective technique toward improving the students’ motivation and
achievement in learning English.
C. Suggestion
Having concluded the result of students’ activities in every cycle, the writer
would like to propose some suggestion for English teacher, students, and other
researcher. The suggestion are as follows:
1. For English Teachers
Before conducting the teaching learning process especially English to the
kindergarten students, the teacher should learn the characteristics of the students,
including the psychological condition. Besides, the teacher should learn how to
enhance their ability in teaching English and to establish a good atmosphere in the class,
so that the students feel at ease with their English class.
They must also be creative to use various teaching technique in teaching English,
by the hope that the students are interested in joining the teaching and learning process.
The choosing of the appropriate technique in teaching English for kindergarten students
is very important. Furthermore, the technique that is interesting for kindergarten students
will be able to improve the students’ motivation. The lesson will get more respond from
them.
2. For the students
Study English as foreign language is not something difficult if the students have
motivation to learn it. They can study English not only in the classroom but also
everywhere, such as by playing in the corner, watching English Cartoon film, playing
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computer, and etcetera at home, therefore the students should always be active in
learning English.
3. For other Researcher
The writer is aware that this research is not the end of the problems being studied.
The result of the study doesn’t prove yet that the output of this research is absolutely
good for all time. The writer hopes so much that the finding of this study will be used as
a starting point of the future research on similar problems. There are many other teaching
technique of English teaching that can be taken as object of research studies to find out
the effectiveness of the teaching.
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BIBLIOGRAPHY Bennett, Neville, (1997) Teaching through Play, Grasindo, Jakarta, Indonesia. Brumfit,Christopher, (1997) Teaching English to Children, Longman. Malaysia. Brophy, Jere, (1998) Motivating Students to Learn, Mc Graw Hill, New York. Brown, H. Douglas, (2000) Teaching by Principles. Longman, San Franscisco State
University. Brown, H. Douglas, (2000) Principles of Language Learning and Teaching..
Longman, San Franscisco State University. Departemen Pendidikan Nasional Direktorat Jenderal Peningkatan Mutu Pendidik
dan Tenaga Kependidikan Direktorat Pendidik dan Tenaga Kependidikan Pendidikan Nonformal (2006) Rencana Pembelajaran Anak Usia Dini, BPPNFI Ungaran Semarang.
Departemen Pendidikan Nasional Direktorat Jenderal Peningkatan Mutu Pendidik
dan Tenaga Kependidikan Direktorat Pendidik dan Tenaga Kependidikan Pendidikan Nonformal (2006) Konsep Dasar PAUD, BPPNFI Ungaran Semarang.
Departemen Pendidikan Nasional Direktorat Jenderal Peningkatan Mutu Pendidik
dan Tenaga Kependidikan Direktorat Pendidik dan Tenaga Kependidikan Pendidikan Nonformal (2006) Pedoman Pendidik PAUD, BPPNFI Ungaran Semarang.
Departemen Pendidikan Nasional Direktorat Jenderal Pendidikan Luar Sekolah
Direktorat Pendidikan Anak Usia Dini (2006) Pedoman Penerapan Pendekatan “Beyond Centers and Circles time (BCCT) (Pendekatan Sentra dan saat Lingkaran dalam Pendidikan Anak Usia Dini, BPPNFI Ungaran Semarang.
Elliot, Alison J, (1998). Child Language, Cambridge, University Press, Australia. Ernest T. Stringer. (1999) Action Research, London Sage Publications. Hadfield, Jill (1998) Advanced Communication Games, British. Longman, Hibana S. Rahman, M.Pd (2002) Konsep Dasar Pendidikan Anak Usia Dini, Galah,
Yogyakarta. Hanson, Kenneth T. (1999). Educational Psychology for Effective Teaching.
Wadsworth Publishing Company. London. House, Susan, (1999). An Introduction to Teaching English to Children. Richmond
Publishing. London.
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Marian Edelman Borden, (2001). Smart Start, Memilih Pendidikan Prasekolah Balita Anda, Kaifa, Bandung.
McKernan, James, (1988). International Encyclopedia of Higher Education. Crest
Publishing House, New Delhi. Nunan, David (1998) Reseacrh Method in Language Teaching, Cambridge,
Cambridge University. Ongkosoputro, Play Learn English through Games, Jakarta PT Buana Ilmu Popular,
Surabaya. Petty, Walter T. (1983) Developing Children Language, Boston Allyi and Bacon,
INC. Sivan, Puspa (2006) Games For Training In Early Childhood Programs BPPNFI
Unguran Semarang. Sudijono, Anas, (1996) Pengantar Statistik Pendidikan, PT Raja Grafindo Persada
Jakarta. Suyatno (2005) Permainan Pendukung Pembelajaran Bahasa dan Sastra, Jakarta PT
Gramedia Widiasarana. Sumadi, Suryabrata, (2005) Metodologi Penelitian, PT. Raja Grafindo Persada
Jakarta. Syahlan, Syafei. (2004). Bagaimana Anda Mendidik Anak. Ghalia Indonesia. Jakarta. Soemiarti Patmonodewo, (1995). Pendidikan Anak Prasekolah. Rineka Cipta &
Departemen Pendidikan dan Kebudayaan, Jakarta. Samsunuwiyati, Mar’at, (2005). Psikologi Perkembangan. PT Remaja Rosdakarya
Bandung. Sardiman, (1994). Interaksi dan Motivasi Belajar Mengajar. PT Raja Grafindo
Persada, Jakarta. Semiawan, Conny, (2008). Penerapan Pembelajaran Pada Anak. PT Indeks, Jakarta. Thorrnbury, Scott, (2002) How to Teach Vocabulary. Longman, England. Ur, Penny, (1996) A Course in Language Teaching Practice and Theory. Cambridge
University Press, Australia. Wallace, Michael J, (1998) Action Research for Language Teacher. Cambridge
University Press, Australia. Warner, Laverne, (2004) Mengelola Kelas Prasekolah. Erlangga for Kids, Jakarta. Warner, Laverne, (2004) Aktifitas Tematik untuk Anak. Erlangga for Kids. Jakarta.
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William, Marrion (1997) Psychology for Language teacher, Australia Cambridge University Press.
Wiraatmadja, Rhociati (2006) Metode Penelitian Tindakan Kelas, Bandung Pasca
Sarjana UPI dan PT Remaja Rosdakarya.
cxlviii
Appendix 1 TIME SCHEDULING IN ACTION RESEARCH
OF FAHIMNA KINDERGARTEN SURAKARTA
Name of School : Fahimna Kindergarten Surakarta Headmaster : Rini Utama Aziz, S.Pd. Collaborator Teacher : Yuanawati, S.Pd Research as Teacher : Tuminah
Time Schedule Tuesday, February 17th, 2009 ( The First Meeting in Cycle I). Friday, February 20th, 2009 (The Second Meeting in Cycle I). Tuesday, February 24th. 2009 (The Third Meeting in Cycle I). Friday, February 27th, 2009 (The Fourth Meeting in Cycle I). Tuesday, March 3rd, 2009 ( The First Meeting in Cycle II). Friday, March 6th, 2009 ( The Second Meeting in Cycle II). Tuesday, March 10th, 2009 (The Third Meeting in Cycle II). Friday, March 13th, 2009 (The Fourth Meeting in Cycle II). Tuesday, March 17th, 2009 (The First Meeting in Cycle III). Friday, March 20th, 2009 (The Second Meeting in Cycle III). Tuesday, March 24th, 2009 (The Third Meeting in Cycle III). Friday, March 27th, 2009 (The Fourth Meeting in Cycle III). NB:
§ 60 Minutes each meeting
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Appendix 2
FIELD NOTE OF OBSERVATION
Field Note No. : 1
Cycle : 1
Day and date : Tuesday, February 17th, 2009
Time : 10.00 – 11.00
Place : The Sun Class of Fahimna Kindergarten Surakarta
The observation is carried out in the sun class of Fahimna Surakarta. It is
located on the left side of the head master room. The wide of the class is 6 meter
x 4 meter. The space is narrow for 20 students. The class face to the north.
While the facilities in the room are; it has two windows along the west side of the
class. It has twenty chairs and five desks. In the class, there are also some other
facilities such as; white board, carpet, glass, and teapot. The classroom has
standing fun so that it is felt fresh, and comfortable for the students to join the
lesson.
After the break time had been over at about 10.00, the bell rang. The
teacher and the observer entered the classroom. The students look at a new
teacher surprised. Firstly, the teacher greeted the students, and then she asked the
students to claps together. The teacher said “Tepuk one two three, claps 3x one,
claps 3x two, claps 3x three, claps 3x one two three. Then she started the class
with asking some students to warm it. The question are dealing with the theme
they would be learned. The teacher asked the students to mention kids of pet.
Some students answered rabbit, dog, cat, and fish.
When the teacher asked certain students to answer her questions, it seemed
that some of them could answer the question well, clearly, and acceptably. The
teacher repeat her question and translated into Indonesian “ Coba sebutkan nama-
cl
nama hewan kesayanganmu!” The students said bebek, burung, dan ikan. The
teacher said “That’s right, duck, bird and fish”.
At 10.05. The teacher begins the class and told them the topic they were
going to study on the day. The topic was ‘My Pet’. She asked the students to
sing a song together. The title of song is My Pet. The teacher explained kinds of
pet (dog, cat, rabbit, cow and fish) while showing the picture of pet in the white
board. The teacher explained the color and shape of pet. The colors are white,
black, brown, yellow and blue and the shapes are small and big.
To learn in detail about the kinds of pet, the teacher asked the students to
read them and asked the students to repeat after her. In this cases, the teacher
showed how to pronounce them well. After that, she explained the color and
the shape of pet. She led how to read the words correctly, and they repeated it
loudly together. She hoped so much that after understanding the words they
would memorize and use in their daily communication at least with their friends.
Having explained how to pronounce these words, she explained how to
make a miniature of rabbit from cotton, how to make kinds of pet from paraffin,
and how to apply a color the picture of cow. The students paid attention to the
teacher’s explanation. She gave a change to the students to ask if there were still
some problems dealing with how to make kinds of pet. But it seemed that there
were no students asked. Because of no question, she then told them that they
would practice to make kinds of pet in the art corners. The teacher asked the
students to move in the art corner.
The teacher divided the students into three group, the member of each
group consist of six or seven students. For the first group they made a miniature
of rabbit from cotton, for the second group they made kinds of pet from paraffin,
and the third group they how to apply color a picture of cow. Teacher gave
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students paper, glum, cotton, paraffin and color pencils. After finishing they
changed each other, for the first group moved to the second group, and so on.
After finishing the teacher asked the students to save the media on the right place,
while singing a song.
At 10.45. The teacher gave some questions to some students randomly to
tell what they have just learned and played. Teacher gave star to those who can
answer the question correctly. Teacher asked the students to mention member of
pet and their color, and their shape randomly. She gave star from paper to those
who can answer the questions correctly.
At the end of activity, she asked the students whether there were happy or
not to join the English lesson using learning by doing. In the fact, they said that
they enjoyed it and felt happy. They like learning by playing in BCCT method.
They seemed relax to join the class without shy, nervous, doubt, and afraid.
Before leaving the class, the teacher said thank for their joining and
attention to the lesson. She reminded them to study harder and memorize the
kinds of pet at home. At the last, she said good bye and assalamu’alikum.
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Appendix 3
FIELD NOTE OF OBSERVATION
Field Note No. : 2
Cycle : 2
Day and date : Tuesday, March 3rd, 2009
Time : 10.00 – 11.00
Place : The Sun Class of Fahimna Kindergarten Surakarta
The second observation was carried out on Tuesday, at 10.00. until 11.00
a.m. It was started after the first break time. As they did before, after the bell
rang, then the teacher and her collaborator entered the classroom. For this
change, some students greeted first on the way she was entering. They said
“Good morning teacher. How are you?” The teacher said “Good morning
students, I am fine, thank you and how about you?” The students said “ I am fine,
thank you”. They seemed not to be in doubt to express their greeting.
To open the class, she asked the students to sing a song together. Then, to
warm up the class the teacher asked the students to claps together. The teacher
sang a song while greeting the students using song, “Good morning everybody
and how are you?” The students answered, “ Just fine”. 2x “Good morning
everybody, good morning everybody, good morning everybody and how are
you?” The students answered, “ Just fine”. After that, the students were silence,
Then the teacher asked them to sang together. They sang it three times. Then the
teacher asked them to mention kinds of fruits. Teacher said, “Please mention
kinds of fruits”. The students still kept silence. She repeated it in Indonesian.
“Coba siapa bisa menyebutkan macam-macam nama buah-buahan!” NJ said
“orange miss”. MR said “pisang sama apple miss”. That’s right. Kinds of fruits
is banana, orange, apple, papaya, avocado and so on. Teacher asked them what is
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their shape and taste. ZH said “ Semangka manis miss, bentuknya besar”. The
teacher answered “Okay good, semuanya betul water melon is sweet and the
shape is big”. The teacher told the topic they were going to learn and play. That’s
kinds of fruit.
They sat on the circle position where the teacher sat near the students.
The theme was kinds of fruits. It was not strange for them because it might
actually be given by their own English teacher in the previous lesson.
To survive the students about kinds of fruits the teacher used pictures of
fruits. Then, she explained it loudly and clearly to make sure that the students
understood about kinds of fruits. Next, she asked the students to read and repeat
after her to make sure that they had correct pronunciation. The students imitated
her excitedly and enthusiastically. It meant that most of them repeated the
teachers’ sound correctly.
Furthermore, the teacher explained kinds of fruits such as; banana,
orange, apple, papaya, avocado and so on. Beside, she explained the shape of
fruits (small and big). She also explained the taste of fruits (sweet and sour). For
example, orange is small and sweet. After that, she asked them to repeat the
words loudly and correctly after her. After that, she gave a change to the students
whether there were any difficulties or not. Then, the students divided into three
group, they would to practice playing and learning in the preparation corner.
However, before doing their activities, the teacher asked them to look at the
preparation corner first, she explained them how to play and learn at the art
corner. All the students paid much attention. After looked at the art corner the
teacher asked them to entered the classroom. For first group they matched
picture and its amount, for second group they weigh fruits using fruits scale, and
for the last group they punctured picture of apple. After finishing, they moved
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in other place, for the first group moved to second group, for second group
moved to third group, etc.
When they were practicing some activities in preparation corner, the
teacher controlled them that there was not any problem, while her collaborator
observed them. To check the students’ result toward what had just learned, the
teacher gave some question to them randomly. First, the teacher asked them to
tell what they have just learned and played. Second, she asked them to mention
kinds of fruits, mention the shape of fruits, and the taste of fruits randomly.
The teacher ended the class by saying good bye and assalamualaikum.
However, before closing it, she reminded the students to study harder and to
memorize kinds of fruit at home. The teacher asked the students to sing a song
together, the title is ‘sayonara’. Okay. Then, the teacher closed the class. “Okay,
if there is no question. Let me end this class.
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Appendix 4
FIELD NOTE OF OBSERVATION
Field Note No. : 3
Cycle : 3
Day and date : Tuesday, March 17th, 2009
Time : 10.00 – 11.00
Place : The Sun Class of Fahimna Kindergarten Surakarta
After the bell had rung at the second period or exactly at 10.00 o’clock
a.m. on Tuesday, March 17th, 2009 we, the writer and her collaborator entered
the classroom together. The teacher firstly says greeting and the students
respond it. When the teacher opened the class by giving greeting, the students
responded her well.
Then, to warm up the class the teacher asked the students to claps
together. The teacher sang a song while greeting the students using a song, After
that, the students were silence. Then the teacher asked them to listen the story.
The teacher used picture series. Then the teacher asked them to mention kinds of
profession in the village. Teacher said, “Please mention kinds of profession in
the village”. The students still kept silence. Then, she repeated it in Indonesian.
“Coba siapa bisa menyebutkan macam-macam pekerjaan yang ada di desa!” NJ
said “farmer miss”. MR said “ tukang kayu sama nelayan miss”. That’s right.
Kinds of profession in the village is farmer, carpenter, fisherman, teacher, batik
painter and so on. Teacher asked them where do they work. BC said “petani
kerjanya di sawah miss”. Teacher said, “That’s right, the farmer work in the
farm”. IBR said “nelayan di laut miss”. ZH said “ guru di sekolah miss”. The
teacher answered “Okay good, fisherman works in the sea, teacher works in the
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school”. The teacher told the topic they were going to learn and play. That’s
kinds of profession in the village.
To survive the students about kinds of profession in the village the
teacher used pictures. Then, she explained it loudly and clearly to make sure that
the students understood about kinds of profession in the village. Next, she asked
the students to read and repeat after her to make sure that they had correct
pronunciation. The students imitated her excitedly and enthusiastically.
After that, she gave a change to the students whether there were any
difficulties or not. When the teacher presented the materials as the survival of the
students, most of them paid much attention to her, but some of them didn’t.
Then, the teacher explained first about the activities in preparation corner. She
explained how to apply a color picture kinds of profession, how to play puzzle of
profession, and how to cut picture of profession.
The students divided into three group, they would to practice playing and
learning in the preparation corner. They learned English using BCCT method.
However, before doing their activities, the teacher asked them to look at the
preparation corner first, she explained them how to play and learn at the art
corner. All the students paid much attention. After looked at the art corner the
teacher asked them to entered the classroom. For first group they applied a color
picture kinds of profession, for second group they played puzzle of profession,
and for the last group they cut picture of profession. After finishing, they moved
in other place, for the first group moved to second group, for second group
moved to third group, etc.
To check the students’ result toward what had just learned, the teacher
gave some question to them randomly. First, the teacher asked them to tell what
they have just learned and played. Second, she asked them to mention kinds of
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profession in the village, mention places where do they work randomly. Teacher
gave star to those who can answer the question correctly. When the teacher gave
some questions to the students randomly, they seemed to be happy. The teacher
sat in the middle of students to give questions, such as “Mention kinds of
profession in the village!” the teacher asked. The student (MJ) answered “farmer,
fisherman”. “Good” the teacher prayed and continued to another student (NS)
and asked ”Do you knows teacher? Where does she work?”. The student (NS)
answered “ Yes, school miss”. “Very good”.etc.
The teacher ended the class by saying good bye and assalamualaikum.
However, before closing it, she reminded the students to study harder and to
memorize kinds of fruit at home. Then, the teacher closed the class.
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Appendix 5
LESSON PLAN I
FOR THE FIRST CYCLE
School : Fahimna Kindergarten
Class/Semester : TK B/II
Subject : English
Theme : Animals
Time : 1 x 60 minutes (3 meetings)
A. General Instructional Objective (GIO) Classifying names of animals.
B. Specific Instructional Objectives (SIO) At the end of the lesson, the students are able to:
1) mention the member of pet. 2) mention the color of pet 3) mention the shape of pet.
C. Material Theme: Animals (pet) Member of pet: dog, cat, rabbit, cow and fish. The color of pet: white, black, brown, yellow and orange. The shape of pet: small and big. Question: What is this ? What color is it? Is it big or small? Answer : This is a … It is … It is …
Song Kinds of pet Ikan fish Sapi cow Kupu-kupu butterfly Anjing dog Kucing cat Kelinci rabbit. D. Method Beyond Center and Circle Time Method. Asking and answering, playing games, singing, speech, telling story, and
learning by doing.
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E. Teaching Learning Process
Procedure Time Activities Material 10” Opening the class
(warming up) · Teacher greets the students. · Teacher checks students’
attendance. · Teacher asks students to sing a
song together. · Teacher asks students to
mention kinds of pet. · Teacher asks students who is
having a pet at home. · Teacher tells the topic they are
going to learn and play. That’s my pet.
Pictures of pet
10” Presentation (surviving the material)
· Teacher explains kinds of pet, (dog, cat, rabbit, cow and fish).
· Teacher explain the color and shape of pet (white, black, brown, yellow, and blue), shape : small and big.
· Teacher leads to read them and asks students to repeat after her.
· Teacher explains how to make a rabbit from cotton, how to make kinds of animals from paraffin, and how to color a cow.
Picture of pet
25” Practice (students Main Activities)
· Teacher divides students into three groups, the member of each group is six or seven.
· Teacher gives students paper, glum, cotton, paraffin and color pencils.
· For the first group students will make a rabbit from cotton.
· For second group students will make kinds of animals from paraffin.
· For the third group they will color a cow with color pencils.
· After finishing they will change each other for the first group move to the second group, etc.
· After finishing the teacher asks students to save the media on the right place, while sing a song.
Cotton, paper, paraffin, color pencils.
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10” Production · Teacher gives some questions to some students randomly to tell what they have just learned and played.
· Teacher gives star to those who can answer the questions correctly.
· Teacher changes to another student if he/she can’t answer the question correctly.
· Teacher ask the students to mention member of pet randomly.
· Teacher gives star to those who can answer the questions correctly.
Star from paper
5” Closure · Teacher gives a change to those who don’t understand kinds of pet, to ask a question.
· Teacher remind the students to memorize kinds of pet at home.
· Teacher asks students to sing together.
· Teacher says good bye.
. F. Media
Picture of pet Miniature kinds of pet Paper, glum, cotton, color pencil, and paraffin. G. Sources BCCT Method, Internal Curriculum, and KBK Curriculum. H. Assesments (Evaluation)
1. The student who is played in three places is better. 2. For the second activity teacher can get their scores by using the table.
NO Students’ Name making a rabbit from cotton
making kinds of animals from paraffin
coloring a cow with color pencils
Score
1.
10
2.
8
3.
5
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4.
3
5.
2
6.
0
3. For the third activities the teacher can get their score by using this range.
The range can be: a. Completeness: if the students are able to mention the member of pet
correctly, they will get 10 scores. b. Pronunciation : if the students are able to pronounce them well, they will
get 10 scores.
4. For the fourth activities the teacher can get their score by using this range. The range can be:
a. For A, the students are able to mention material more than the target from indicator.
b. For B, the students are able to mention material suitable to the target from indicator.
c. For C, the students are able to mention a half material from the target from indicator.
d. For D, the students are able to mention material less than a half from the target from indicator.
e. For E, the students can’t do anything.
Evaluation. Question: What is this ?
What color is it? Is it big or small? Answer : This is a … It is …
It is …
Surakarta, February 17th, 2009 Classroom teacher Researcher Subur Supranoto, S.Pd Tuminah
Head of Fahimna Kindergarten Rini Utami Aziz, S. Pd.
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Appendix 6
LESSON PLAN 2
FOR THE SECOND CYCLE
Level : 0/Kindergarten Class/Semester : TK B/1
Subject : English
Time : 1 x 60 minutes
A. Objectives 1. General Instructional Objective (GIO)
Classifying names of plants. B. 2. Specific Instructional Objectives (SIO)
At the end of the lesson, the students are able to: 1) mention kinds of vegetables 2) mention colors of vegetables 3) mention taste of vegetables
C. Material Theme: Plants. (kinds of vegetables) Kinds of vegetables: carrot, chili, corn, spinach, and potato. The color of vegetables: green, yellow, red, and orange. The taste of fruits: sweet and delicious. Question: What is this ? What color is it?
How is the taste?
Answer : This is a … It is … The taste is …
Poem Kinds of Vegetables.
I like spinach and carrot They make us grow and smart The spinach is green The carrot is orange They are vegetables. D. Method Beyond Center and Circle Time Method. Asking and answering, playing games, singing, speech, telling story, and
learning by doing.
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E. Teaching Learning Process
Procedure Time Activities Material 10” Opening the class
(warming up) · Teacher greets the students. · Teacher checks students’
attendance. · Teacher asks students to sing a
song together. · Teacher asks students to
mention kinds of vegetables. · Teacher asks students what are
their color and taste . · Teacher tells the topic they are
going to learn and play. That’s kinds of vegetables.
Pictures of vegetables.
10” Presentation (surviving the material)
· Teacher explains kinds of vegetables, (carrot, chili, corn, spinach, and potato)
· Teacher explains what is their taste, (sweet and delicious), color : green, yellow, red, and orange
· Teacher leads to read them and asks students to repeat after her.
· Teacher explains how to buy and sell vegetables, how to cook spinach and corn, and how to serve them for the family.
Picture of vegetables.
25” Practice (students Main Activities)
· Teacher divides students into three groups, the member of each group is four or six.
· Teacher asks the students to go to role play corner.
· For the first group students will buy and sell the spinach and corns.
· For second group students will cook them.
· For the third group they will serve them for the family.
· After finishing their activities the teacher asks students to save the media on the right place, while singing a song.
Fresh vegetables (spinach) and corn.
10” Production · Teacher gives some questions to some students randomly to tell what they have just learned and played.
· Teacher gives star to those who can answer the questions correctly.
· Teacher changes to another student if he/she can’t answer the question correctly.
· Teacher ask the students to mention member, taste, color of vegetables, randomly.
· Teacher gives star to those who
Star from paper
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can answer the questions correctly.
5” Closure · Teacher gives a change to those who don’t understand kinds of fruits, to ask a question.
· Teacher remind the students to memorize kinds of vegetables at home.
· Teacher asks students to sing a song together.
· Teacher says good bye.
. F. Media Pictures of vegetables. Fresh vegetables (spinach and corn) Plastic, tray, stove, pan, bowl. Plate, spoon, table, napkin.
G. Sources BCCT Method, Internal Curriculum and KBK Curriculum . H. Assesments (Evaluation)
1. The student who is done her/his role is better. 2. For the second activity teacher can get their scores by using the table.
NO NAME buying and
selling the spinach and corns.
Cooking spinach and corn
Serving spinach and corn for the family
SCORE
1.
10
2.
8
3.
5
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4.
3
5.
2
6.
0
3. For the third activities the teacher can get their score by using this range.
The range can be: a. Completeness: if the students are able to mention five kinds vegetables ,
they will get 10 scores. b. Pronunciation: if the students are able to pronounce them well, they will
get 10 scores.
4. For the fourth activities the teacher can get their score by using this range. The range can be:
a. For A, the students are able to mention material more than the target from indicator.
b. For B, the students are able to mention material suitable to the target from indicator.
c. For C, the students are able to mention a half material from the target from indicator.
d. For D, the students are able to mention the material less than a half from the target from indicator.
e. For E, the students can’t do anything. Evaluation.
Question: What is this ? Is it big or small?
How is the taste? Answer : This is a … It is … The taste is …
Surakarta, March 6th, 2009 Classroom teacher Researcher Subur Supranoto, S.Pd Tuminah
Head of Fahimna Kindergarten
Rini Utami Aziz, S. Pd.
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Appendix 7
LESSON PLAN I
FOR THE THIRD CYCLE
Level : 0/Kindergarten
Class/Semester : TK B/1
Subject : English
Time : 1 x 60 minutes
A. Objectives 1. General Instructional Objective (GIO)
Classifying names of profession. B. 2. Specific Instructional Objectives (SIO)
At the end of the lesson, the students are able to: 1) mention names of profession in the village 2) mention place for its working
C. Material Theme: Profession. (kinds of profession in the village)
Kinds of profession in the village: farmer, fisherman, batik painter, carpenter, and tailor.
Places for its working: farm, house, beach. Question: Who is she/he ?
Where does he/she work?
Answer : She/he is a … She/he work in …
Story A good farmer
One day Mr Jono goes to the farm, He plants rice plant on the farm, After three months Mr. Jono and her wife harvest their rice plant. Mr. Jono sells the rice plant in traditional market.
D. Method Beyond Center and Circle Time Method. Asking and answering, playing games, singing, speech, telling story, and
learning by doing.
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E. Teaching Learning Process
Procedure Time Activities Material 10” Opening the class
(warming up) · Teacher greets the students. · Teacher checks students’
attendance. · Teacher asks students to listen a
song together. · Teacher asks students to
mention kinds of profession in the village.
· Teacher asks students where does she/he work .
· Teacher tells the topic they are going to learn and play. That’s kinds of profession in the village.
Pictures of common jobs in the village.
10” Presentation (surviving the material)
· Teacher explains kinds of profession in the village, (farmer, fisherman, batik painter, carpenter, and tailor).
· Teacher explains where they go to working, (farm, house, and beach ).
· Teacher leads to read them and asks students to repeat after her.
· Teacher explains how to apply a color picture kinds of profession, how to play puzzle of profession, and how to cut picture of profession.
Pictures of common jobs in the village .
25” Practice (students Main Activities)
· Teacher divides students into three groups, the member of each group is six or seven.
· Teacher asks the students to go to the art corner.
· For the first group students will apply a color picture kinds of profession.
· For second group students will play puzzle of profession.
· For the third group they will cut picture of profession.
· After finishing they will change each other for the first group move to the second group, etc.
· After finishing their activities the teacher asks students to save the media on the right place, while sing a song.
Puzzle, color pencils, scissors, pictures of profession.
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10” Production · Teacher gives some questions to some students randomly to tell what they have just learned and played.
· Teacher gives star to those who can answer the questions correctly.
· Teacher changes to another student if he/she can’t answer the question correctly.
· Teacher ask the students to mention kinds of common job in the village randomly.
· Teacher gives star to those who can answer the questions correctly.
Star from paper
5” Closure · Teacher gives a change to those who don’t understand kinds of fruits, to ask a question.
· Teacher remind the students to memorize kinds of common job in the village at home.
· Teacher asks students to sing a song together.
· Teacher says good bye.
. E. Media Pictures of kinds of profession in the village. Scissors, puzzle, color pencils, paper. F. Sources BCCT Method, Internal Curriculum and KBK Curriculum . G. Assesments (Evaluation)
1. The student who is able to play in three places is better. 2. For the second activity teacher can get their scores by using the table.
No. Name applying a color picture kinds of profession
playing puzzle of profession.
cutting picture of profession.
Score
1.
10
2.
8
3.
5
4.
3
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5.
2
6.
0
3. For the third activities the teacher can get their score by using this range.
The range can be: a. Completeness: if the students are able to mention five kinds of profession in
the village , they will get 10 scores. b. Pronunciation: if the students are able to pronounce them well, they will get
10 scores.
4. For the fourth activities the teacher can get their score by using this range. The range can be:
a. For A, the students are able to mention profession more than the target from indicator.
b. For B, the students are able to mention profession suitable to the target from indicator.
c. For C, the students are able to mention a half profession from the target from indicator.
d. For D, the students are able to mention profession less than a half from the target from indicator.
e. For E, the students can’t do anything.
Evaluation. Question: Who is she/he ?
Where does he/she work? Answer : She/he is a … She/he work in … Surakarta, March 17th, 2009 Classroom teacher Researcher Subur Supranoto, S.Pd Tuminah
Head of Fahimna Kindergarten Rini Utami Aziz, S. Pd.
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Appendix 8
Students’ quiz
For the First Cycle Meeting One
Evaluation. Question: What is this ? (the teacher shows miniature of rabbit)
What color is it? Is it big or small? What is this? (the teacher shows miniature of dog) What color is it?
Answer : This is a rabbit It is white
It is small This is a dog It is black.
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Appendix 9
Students’ quiz
For the Second Cycle Meeting two
Question: What is this ? (the teacher shows a potato) What color is it?
How is the taste? What is this ? (the teacher shows chili)
What color is it? Answer : This is a potato
It is brown The taste is sweet This is a chili
It is red
Students’ quiz
For the Third Cycle Meeting Three
Evaluation. Question: Who is he ? (the teacher shows the picture of SBY)
Where does he work? What is his name?
Who is he ? (the teacher shows the picture of JK) Where does he work? What is his name?
Answer : He is a president
He works in country palace Mr. Susilo Bambang Yudhoyono.
He is a vice president. He work in country palace Mr. Yusuf Kalla.
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Appendix 10
Supplement Material of Cycle 1
A. Kinds of animals
1. Material Theme: Animals (pet) Member of pet: dog, cat, rabbit, cow and fish. The color of pet: white, black, brown, yellow and orange. The shape of pet: small and big.
2. Material Theme: Animals (wild animals) Member of wild animals: tiger, lion, elephant, snake, and fox. Places for living them: the zoo and forest. The shape of wild animals: small and big.
3. Material Theme: Animals (cattle) Member of cattle: cow, goat, rabbit, horse, and buffalo. Food for feeding them: grass and leafs. The shape of cattle: small and big.
Supplement Material of Cycle 2
B. Kinds of Plants
1. Material Theme: Plants. (kinds of fruits) Kinds of fruits: water melon, avocado, banana, papaya, and apple. The shape of plant: big and small. The taste of fruits: sweet and sour.
2. Material Theme: Plants. (kinds of vegetables) Kinds of vegetables: carrot, chili, corn, spinach, and potato. The color of vegetables: green, yellow, red, and orange. The taste of fruits: sweet and delicious.
3. Material
Theme: Plants. (part of plants) Part of plants: root, flower, leaf, fruit, and pole. The shape of plant: tall and short. The advantages of plants: its fruit for eating.
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Supplement Material of Cycle 3
C. Kinds of Profession
1. Material Theme: Profession. (kinds of profession in the village) Kinds of profession in the village: farmer, fisherman, batik painter, carpenter, and tailor. Places for its working: farm, house, beach.
2. Material Theme: Profession. (kinds of profession in the city) Kinds of profession in the city: teacher, doctor, driver, pilot, and nurse. Places for its working: school, hospital, airport, and office.
3. Material Theme: Profession. (profession in the country) Profession in the country: president, vice president, ministers. Presidents is Mr. Susilo Bambang Yudhayono. Vice president is Mr. Yusuf Kalla. The capital of Indonesia is Jakarta.
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Appendix 11
IMPROVING STUDENTS’ VOCABULARY MASTERY USING BEYOND CENTER
AND CIRCLE TIME METHOD
(A Classroom Action Research in the Islam Kindergarten of Fahimna Surakarta in the
Academic Year 2008/2009)
Blue Print NO THEME TOPIC COMPETENCE 1. Nouns
(30 items, from 1 to 30)
1. Pet 2. Wild animals 3. Cattle
Students are able to use English words (kinds of pet) in simple sentences. Students are able to understand the meaning of words (kinds of wild animals) in simple sentences. Students are able to pronounce English words (kinds of cattle) in simple sentences.
2. Nouns (30 items, from 1 to 30)
1. Kinds of Fruits 2.Kinds of vegetables 3. Part of plant.
Students are able to use English words (kinds of fruits) in simple sentences. Students are able to understand the meaning of words (kinds of vegetables) in simple sentences. Students are able to pronounce English words (kinds of vegetables) in simple sentences.
3. Nouns (30 items, from 1 to 30)
1. Kinds of profession in the village. 2. Kinds of profession in the city. 3. Kinds of profession in the country.
Students are able to use English words (kinds of profession in the village) in simple sentences. Students are able to understand the meaning of English words (kinds of profession in the city) in simple sentences Students are able to pronounce English words (kinds of profession in the country) in simple sentences.
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Appendix 12
ENGLISH TEST FOR THE FIRST CYCLE
Subject : English Theme : Animals Number of Item : 30 Time : 60 minutes
Name : Class : No. : Mark :
A. Written Test
A. Cross the right answer a, or b. (the use of words) 1. A tiger eats ……… a. fruits b. meat 2. Rabbits eat ………… a. carrot b. meat 3. A cat eats …………… a. banana b. mouse 4. A hen eats ………… a. rice b. meat 5. Mention a name of pet! a. snake b. cat 6. Mention a name of wild animal! a. tiger b. cow 7. Mention a name of cattle! a. goat b. elephant 8. What is it? a. cow b. rabbit
9. What is this ?
a. flower b. leaf
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10. What is this ? a. leaf b. flower B. Choose the best answer (Meaning Aspect) 11. A tiger is ……………… a. harimau b. singa 12. A dog is ………………. a. kucing b. anjing 13. A horse is …………….. a. kuda b. sapi 14. A snake is ……………. a. gajah b. ular 15. A buffalo is ………….. a. sapi b. kerbau 16. A duck is …………….. a. ayam b. bebek 17. A lion is ……………… a. singa b. harimau 18. A rabbit is …………… a. ikan b. kelinci 19. A fish is ……………… a. ular b. ikan 20. An elephant is …………. a. gajah b. burung
B. Oral Test
C. Answer these questions! (Pronunciation aspect) 1. What is it? (Guru menunjukkan miniature sapi) 2. What is it? (Guru menunjukkan miniature singa) 3. What color is it? (Guru menunjukkan miniature anjing) 4. Mention a name of pet! 5. Mention a name of wild animal! 6. Mention a name of cattle! 7. Do you know elephant? Is it big or small? 8. Do you know snake? Is it big or small? 9. Do you know rabbit? What color is it? 10. Where does a tiger live?
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Appendix 13
ENGLISH TEST FOR THE SECOND CYCLE
Subject : English Theme : Plants Number of Item : 30 Time : 60 minutes
Name : Class : No. : Mark :
1. Written Test
A. Choose the best answer! (the use of word aspect)
1. Mention a name of fruit!
a. apple b. spinach
2. Mention a name of vegetables!
a. orange b. potato
3. What is this?
a. flower fruit
4. What is this?
a. root b. leaf
5. What is this? This is a …………
a. papaya b. banana
6. What is this? This is a …………..
a. avocado b. orange
7. What is this? This is a …………….
a. carrot b. spinach
8. The color of papaya is …………
a. black b. yellow
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9. The color of spinach is ……………….
a. green b. red
10. The color of apple is …………………
a. red b. blue
B. Choose the best answer (Meaning Aspect)
1. A carrot is ………………..
a. wortel b. bayam
2. A papaya is …………………
a. jagung b. papaya
3. A water melon is ……………
a. semangka b. melon
4. A tomato is …………………
a. pisang b. tomat
5. Spinach is …………………..
a. bayam b. kubis
6. A potato is ………………….
a. kelapa b. kentang
7. Roof is ……………………
a. akar b. bunga
8. Flower is …………………..
a. buah b. batang
9. Fruit is ………………….
a. buah b. akar
10. A corn is …………………….
a. kubis b. jagung
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2. Oral test
C. Answer these questions ! (Pronunciation aspect)
1. What color is it? (Guru menunjukkan gambar bunga)
2. What is it? (Guru menunjukkan gambar daun)
3. What is it? (Guru menunjukkan gambar bayam)
4. How many apple do I have? (Guru menunjukkan dua gambar apel)
5. What is it? (Guru menunjukkan gambar jeruk)
6. What is it? (Guru menunjukkan gambar tomat)
7. What is it? (Guru menunjukkan gambar cabe)
8. What color is it? (Guru menunjukkan gambar daun)
9. What is it? (Guru menunjukkan gambar semangka)
10. Is it big or small? (Guru menunjukkan gambar semangka)
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Appendix 14
ENGLISH POST TEST FOR THE THIRD CYCLE
Subject : English Theme : Profession Number of Item : 30 Time : 60 minutes
Name : Class : No. : Mark :
1. Written Test
A. Choose the best answer! (the use of words)
1. My father is a …..
a. doctor b. teacher
gambar dokter
2. My mother is a ……
a. driver b. teacher
Gambar guru
3. Mr. George is a …….
a. driver b. doctor
Gambar sopir
4. She is a …….
a. seller b. nurse
Gambar perawat
5. My uncle is a ……
a. pilot b. driver
Gambar pilot
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6. Mr. Jono is a ….
a. teacher c. farmer
Gambar petani
7. Mr. Suharno is a …….
a. policeman b. driver
Gambar polisi
8. My grandfather is a ……
a. farmer b. fisherman
Gambar nelayan
9. Mr. Harun is a teacher, he goes to …..
a. school b. bank
10. Mr. Hasan is a doctor, he goes to …….
a. bank b. hospital
B. Choose the best answer! (Meaning Aspect)
1. A teacher is ……….
a. guru b. dokter
2. A driver is ……….
a. dokter b. sopir
3. A nurse is ……….
a. perawat b. pedagang
4. A pilot is ………..
a. polisi b. pilot
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5. A doctor is ……….
a. dokter b. perawat
6. A farmer is ……….
a. pedagang b. petani
7. A sailor is ………
a. nelayan b. polisi
8. A policeman is …….
a. pedagang b. polisi
9. A soldier is ……..
a. tentara b. guru
10. A seller is ………
a. perawat b. pedagang
2. Oral test
C. Answer these questions! (pronunciation aspect)
1. Who is he? ( Guru menunjukkan gambar guru)
2. Who is Mr. Jono? ( Guru menunjukkan gambar petani)
3. Who is she? (Guru menunjukkan gambar perawat)
4. Who is Mr. George? (Guru menunjukkan gambar sopir)
5. Who is my mother? (Guru menunjukkan gambar dokter)
6. Where does she goes? (Guru mrnunjukkan gambar guru yang akan berangkat)
7. Where does he goes? (Guru mennjukkan gambar dokter yang akan berangkat)
8. Who is she? (Guru menunjukkan gambar pedagang)
9. Who is my father? (Guru menunjukkan gambar pilot)
10. Who is he? (Guru Menunjukkan gambar driver)
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Appendix 15
The Key of Written Test
Cycle 1
A. . 1. b 2. a 3. b 4. a 5. b 6. a 7. a 8. b 9. a 10.a B. 1. a 2. b 3. a 4. b 5. b 6. b 7. a 8. b 9. b 10.a
The Key of Oral Test
Cycle 1
C. 1. It is a cow 2. It is a lion 3. It is black 4. a dog, a cat, a rabbit, etc. 5. a lion, a tiger, a fox, etc. 6. a cow, a horse, a rabbit, etc. 7. yes, it is big 8. yes, it is small 9. yes, it is white 10. in the zoo or forest.
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Appendix 16
The Key of Written Test
Cycle 2
A. . 1. a 2. b 3. a 4. b 5. b 6. a 7. a 8. b 9. a 10.a B. 1. a 2. b 3. a 4. b 5. a 6. b 7. a 8. a 9. a 10.b
The Key of Oral Test
Cycle 2
C. 1. It is red 2. It is leaf 3. It is a potato 4. two apples 5. It is an orange 6. It is a tomato 7. It is a chili 8. It is green 9. It is a water melon 10.It is big
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Appendix 17
The Key of Written Test
Cycle 3
A. . 1. a 2. b 3. a 4. b 5. a 6. b 7. a 8. b 9. a 10.b B. 1. a 2. b 3. a 4. b 5. a 6. b 7. a 8. b 9. a 10.b
The Key of Oral Test
Cycle 3
C. 1. He is a teacher 2. He is a farmer 3. She is a nurse 4. Mr. George is a driver 5. She is a doctor 6. She goes to school 7. He goes to hospital 8. She is a seller 9. He is a pilot 10. He is a driver
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Appendix 18
The Data of Result Daily Quiz
NO STUDENTS Understanding Meaning
The Use of Words
Pronunciation Mean
1. ASK 7 6 4 5,67 2. FH 6 5 3 4,67 3. API 5 6 4 5,00 4. DGB 6 5 5 5,33 5. FI 7 6 4 5,67 6. MOP 5 4 3 4,00 7. AHRN 8 7 6 7,00 8. YRB 7 5 3 5,00 9. FA 5 4 4 4,33 10. AFW 8 7 5 6,67 11. RRA 6 5 5 5,33 12. KMZ 6 5 5 5,33 13. DYW 7 7 6 6,67 14. DAL 6 6 5 5,67 15. MIN 7 5 5 5,67 16. SAJ 5 6 6 5,67 17. ZNM 6 6 5 5,67 18. MH 7 6 4 5,67 19. RII 6 6 5 5,67 20. RAI 6 5 5 5,33 6.3 5.6 4.6 5.51
Mean : ∑ X X = -------- n X = Mean score
∑ X = Total score
n = Total students
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Appendix 19
THE RESULT OF THE ENGLISH TEST
A. THE PRE-TEST RESULT OF THE FIRST CYCLE CONDUCTED ON
Monday, February 9th, 2009
NO STUDENTS’ NAME
PRONUNCIATION (ORAL TEST)
MEANING (WRITTEN TEST)
THE USE OF WORDS (WRITTEN TEST)
FINAL SCORE
1. ASK 4 8 8 6.667 . FH 6 7 9 7.333 3. API 2 5 3 3.333 4. DGB 8 9 8 8.333 5. FI 4 7 5 5.333 6. MOP 6 8 8 7.333 7. AHRN 6 7 7 6.667 8. YRB 6 8 8 7.333 9. FA 7 7 8 7.333 10. AFW 5 8 6 6.333 11 RRA 7 7 7 7.000 12 KMZ 6 7 8 7.000 13 DYW 2 5 3 3.333 14 DAL 5 7 7 6.333 15 MIN 6 5 4 5.000 16 SAJ 5 7 7 6.333 17 ZNM 5 7 7 6.333 18 MH 4 5 6 5.000 19 RII 3 6 5 4.667 20 RAI 5 8 6 6.333 Total 102 138 130 123.33
3 Mean 5.1 6.9 6.5 6.167
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Appendix 19
THE RESULT OF THE ENGLISH TEST
A. THE POST-TEST RESULT OF THE FIRST CYCLE CONDUCTED ON
Friday, February 20th, 2009
NO STUDENTS’ NAME
PRONUNCIATION (ORAL TEST)
MEANING (WRITTEN TEST)
THE USE OF WORDS (WRITTEN TEST)
FINAL SCORE
1. ASK 8 6 8 7.333 2. FH 6 7 6 6.333 3. API 4 10 7 7.000 4. DGB 10 8 10 9.333 5. FI 5 6 6 5.667 6. MOP 4 8 6 6.000 7. AHRN 5 7 6 6.000 8. YRB 8 8 8 8.000 9. FA 4 8 6 6.000 10. AFW 6 8 7 7.000 11 RRA 10 7 8 8.333 12 KMZ 6 8 6 6.667 13 DYW 6 4 6 5.333 14 DAL 5 5 6 5.333 15 MIN 6 6 5 5.667 16 SAJ 6 7 6 6.333 17 ZNM 8 8 8 8.000 18 MH 8 6 6 6.667 19 RII 6 6 5 5.667 20 RAI 6 7 7 6.667 Total
127 140 133 133.33
3 Mean 6.35 7 6.65 6.667
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Appendix 20
THE RESULT OF THE ENGLISH TEST
A. THE POST-TEST RESULT OF THE SECOND CYCLE CONDUCTED ON
Friday, March 6th, 2009
NO STUDENTS’ NAME
PRONUNCIATION (ORAL TEST)
MEANING (WRITTEN TEST)
THE USE OF WORDS (WRITTEN TEST)
FINAL SCORE
1. ASK 10 10 10 10.000 2. FH 8 9 9 8.667 3. API 10 6 7 7.667 4. DGB 9 10 9 9.333 5. FI 6 7 7 6.667 6. MOP 9 9 8 8.667 7. AHRN 8 8 8 8.000 8. YRB 9 8 8 8.333 9. FA 9 10 9 9.333
10. AFW 8 10 9 9.000 11 RRA 8 10 8 8.667 12 KMZ 9 10 8 9.000 13 DYW 7 8 7 7.333 14 DAL 9 10 8 9.000 15 MIN 8 8 7 7.667 16 SAJ 7 8 7 7.333 17 ZNM 7 9 9 8.333 18 MH 5 6 6 5.667 19 RII 6 8 7 7.000 20 RAI 9 10 7 8.667
Total 161 174 158 164.333 Mean 8.050 8.700 7.900 8.217
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Appendix 21
THE RESULT OF THE ENGLISH TEST
A. THE POST-TEST RESULT OF THE THIRD CYCLE CONDUCTED ON
Friday, March 20th, 2009
NO STUDENTS’ NAME
PRONUNCIATION (ORAL TEST)
MEANING (WRITTEN TEST)
THE USE OF WORDS (WRITTEN TEST)
FINAL SCORE
1. ASK 9 9 10 9.333 2. FH 8 9 9 8.667 3. API 8 9 9 8.667 4. DGB 9 8 10 9.000 5. FI 8 8 10 8.667 6. MOP 9 10 10 9.667 7. AHRN 7 7 8 7.333 8. YRB 9 7 10 8.667 9. FA 10 10 8 9.333
10. AFW 10 10 10 10.000 11 RRA 9 10 10 9.667 12 KMZ 9 10 10 9.667 13 DYW 8 9 8 8.333 14 DAL 8 10 9 9.000 15 MIN 9 5 6 6.667 16 SAJ 9 10 10 9.667 17 ZNM 9 8 8 8.333 18 MH 7 7 5 6.333 19 RII 8 10 10 9.333 20 RAI 8 10 10 9.333
Total 171 176 180 175.667 Mean 8.550 8.800 9.000 8.783
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Appendix 22
THE ALL SCORE RESULT OF THE ENGLISH TEST
NUMBER CYCLE
SEQ INDEX STUDENTS’ NAME
PRE-TEST 1 2 3
1
12541
ASK
6.667
7.333
10.000
9.333
2 12542 FH 7.333 6.333 8.667 8.667
3 12543 API 3.333 7.000 7.667 8.667
4 12544 DGB 8.333 9.333 9.333 9.000
5 12545 FI 5.333 5.667 6.667 8.667
6 12546 MOP 7.333 6.000 8.667 9.667
7 12547 AHRN 6.667 6.000 8.000 7.333
8 12548 YRB 7.333 8.000 8.333 8.667
9 12549 FA 7.333 6.000 9.333 9.333
10 12550 AFW 6.333 7.000 9.000 10.000
11 12551 RRA 7.000 8.333 8.667 9.667
12 12552 KMZ 7.000 6.667 9.000 9.667
13 12553 DYW 3.333 5.333 7.333 8.333
14 12554 DAL 6.333 5.333 9.000 9.000
15 12555 MIN 5.000 5.667 7.667 6.667
16 12556 SAJ 6.333 6.333 7.333 9.667
17 12557 ZNM 6.333 8.000 8.333 8.333
18 12558 MH 5.000 6.667 5.667 6.333
19 12559 RII 4.667 5.667 7.000 9.333
20 12560 RAI 6.333 6.667 9.667 9.333
Total
123.330
133.333 165.334
175.667
Mean
6.167
6.667
8.267 8.783
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Appendix 23
INTERVIEW TO THE TEACHER
QUESTIONS LIST 1. Interviewer :Menurut bapak mengapa bahasa Inggris perlu diajarkan di Taman
Kanak-kanak? Teacher :Ya untuk pengenalan, namanya juga anak-anak TK jadi materinya
khan sebenarnya pembiasaan & pengenalan dasar. Sehingga dari itu semua secara otomatis mengembangkan kemampuan anak atau bakat, untuk selanjutnya khan jenjang berikutnya yang akan meneruskan.
2. Interviewer :Apa saja yang sudah diajarkan di tingkat TK? Teacher : Kosa kata, kalimat perintah sederhana, percakapan sederhana. 3. Interviewer :Menurut bapak mengapa kosa kata bahasa Inggris anak TK perlu
ditingkatkan? Teacher :Menurut saya sich relatif, bila anak telah mengenal atau
menguasai apa yang kita berikan ya sebaiknya ditingkankan agar lebih baik tapi jangan terlalu membebani.
4. Interviewer :Selama ini kesulitan apa yang sering dihadapi dalam mengajar
bahasa Inggris? Teacher :Di sekolah kami mengenalkan empat bahasa (bahasa Indonesia,
Jawa, Inggris dan Arab), nah biasanya anak-anak kadang-kadang agak rancu, kurang bisa membedakan dengan pasti. Contoh kita Tanya dengan dengan bahasa Inggris dijawab dengan bahasa lain.
5. Interviewer :Bagaimana cara penyampaian /mengajarkan kosa kata kepada
murid? Teacher :Dengan cerita kemudian repetisi/pengulangan. Dengan menyanyi. 6. Interviewer :Bagaimana dengan penerapan metode beyond center and circle
time (BCCT) untuk meningkatkan kosa kata anak? Teacher :Sangat efektif untuk mengenal & mengupas kosa kata anak, tapi
yang juga perlu dilakukan adalah review agar selalu ingat. 7. Interviewer :Bagaimana dengan pemberian skor/nilai pada anak dengan
menggunakan metode BCCT tersebut? Teacher :Penilaian sangat obyektif & akurat karena berdasar observasi
yang tidak dibuat-buat. 8. Interviewer :Apa kelebihan menggunakan metode BCCT dalam mengajarkan
kosa kata dalam bahasa Inggris? Teacher :Belum begitu nampak.
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9. Interviewer :Apa kekurangannya? Teacher :Bila tidak sering digunakan dalam komunikasi, anak-anak ya
sekedar menghafal & mudah lupa, berbeda bila digunakan sesering mungkin untuk percakapan.
10. Interviewer :Berapa waktu yang dibutuhkan dalam mengajarkan bahasa Inggris
dengan metode BCCT? Teacher :Sekitar 15 menit, tapi terintegrasi dengan materi lain misalnya
tema bentuk, warna, Aqidah,akhlaq dsb. 11. Interviewer :Setelah selesai dalam pembelajaran bahasa Inggris dengan metode
BCCT, bagaimana komenter anak-anak? Teacher :Yang sering kami temui bila sudah bisa, biasanya cerita dengan
orang lain “ saya tahu bahasa inggrisnya ini….ketika ada obyek atau gambar / media yang berhubungan.
12. Interviewer :Selama ini apakah bapak sudah puas dengan hasil yang telah
dicapai? Teacher :Belum, karena kepuasan itu relative dan kita harus melakukan hal
yang dinamis dalam hal yang lain juga. 13. Intervierwer :Metode apa saja yang pernah dipakai dalam pembelajaran bahasa
Inggris dan menurut bapak metode mana yang paling berkesan? Sebutkan kelebihan dan kekurangannya. Teacher :Menyanyi, cerita, permainan. Cerita. 14. Interviewer :Apakah bapak sudah merasa berhasil dalam melaksanakan
mengajaran bahasa Inggris di TK? Teacher :Keberhasilan=kepuasan, itu relative. Saya belum merasa berhasil
karena ingin selalu meningkatkan dan menuju kea rah yang lebih baik.
15. Interviewer :Kesulitan-kesulitan apa yang bapak hadapi selama mengajarkan
kosa kata bahasa Inggris terhadap siswa? Teacher :Bila review kurang seimbang rancu dengan bahasa lain,
misalnya arab. Kurang pede karena kadang belum menguasai betul (ragu-ragu).
16. Interviewer : Selama ini apakah kesulitan-kesulitan tersebut sudah bisa teratasi
semua? Dan menurut bapak kesulitan apa yang perlu segera diatasi ?
Teacher :Ada yang sudah, ada yang belum. Menambah pengetahuan agar lebih PD karena tidak ragu-ragu,
lebih OK lagi bila ada konsultan instant yang ketika kita ragu bisa langsung tanya.
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Appendix 24
Interview the Students
Interview 1 : DMR 1. Interviewer : Mas DMR suka ga belajar bahasa Inggris? S : Suka 2. Interviewer: Kesulitan mas DMR apa dalam belajar bahasa Inggris melafalkan atau
mengartikannya dalam bahasa Indonesia? S : Ngomongnya susah 3. Interviewer : Kalau menurut mas DMR waktu belajar bahasa Inggris perlu ditambah
tidak? S : Ga usah 4. Interviewer: Mas DMR sudah hafal apa saja kata-kata dalam bahasa Inggris? S : Banana, tomato, red, green, yellow. 5. Interviewer: Kalau mas DMR belajar sambil bermain senang tidak? S : Senang 6. Interviewer: Dalam belajar bahasa Inggris biasanya kegiatannya apa saja? S :. Mewarnai, menyanyi, menulis. 7. Interviewer: Yang paling disukai dalam belajar bahasa Inggris waktu kegiatan apa? S : Melukis mewarnai 8. Interviewer: Yang paling tidak disukai waktu kegiatan apa? S : Menyanyi 9. Interviewer: Kalau belajar bahasa Inggris yang menyenanagkan yang bagaimana? S :. Yang ada mainannya. 10.Interviewer: Kalau mengerjakan LKS suka ga? S : Suka 11.Interviewer: Menurut mas DMR belajar sambil bermain suka ga? S : Suka 12.Interviewer: Trima kasih ya? Selamat bermain dan belajar lagi! S : Ya.
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Appendix 25 Sample of Photographs Showing the Implementation of BCCT Method
in Group B Fahimna Kindergarten Surakarta
The students were listening to the teacher’s explanation in the circle time. They were repeating what the teacher pronounced. It was conducted by the teacher in the first meeting of cycle one. The students were doing their activities in the art corner. They made a miniature of rabbit from cotton. It was conducted by the teacher in the first meeting of cycle one. The students were doing their activities in the art corner. They applied a color to a picture of cow. It was conducted by the teacher in the first meeting of cycle one. The students were doing their activities in the art corner. They made kinds of animals (pet) from paraffin. It was conducted by the teacher in the first meeting of cycle one. Beam wood corner. The students were doing their activities in the beam corner. They made miniature of zoo from beam of wood. It was conducted by the teacher in the second meeting of cycle one. The students have finished their activities in the beam corner. They made miniature of zoo from beam of wood. It was conducted by the teacher in the second meeting of cycle one. The students were doing their activities in the nature corner. They pounded the rice in the mortar. It was conducted by the teacher in the third meeting of cycle one. The students were doing their activities in the nature corner. They madesimple experiment for things sink and afloat. It was conducted by the teacher in the third meeting of cycle one. The students were doing their activities in the nature corner. They looked at small things using mini microscope. It was conducted by the teacher in the third meeting of cycle one. The students were doing their activities in the preparation corner. They matched picture and its amount. It was conducted by the teacher in the first meeting of cycle two.
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The students were doing their activities in the preparation corner. They punctured picture of apple. It was conducted by the teacher in the first meeting of cycle two. The students were doing their activities in the preparation corner. They punctured picture of apple. It was conducted by the teacher in the first meeting of cycle two. The students were doing their activities in the role play corner. They prepared some food on the table. It was conducted by the teacher in the second meeting of cycle two. The students were listening to the teacher’s explanation how to pronounce English words (kinds of profession) in the circle time. They were repeating what the teacher pronounced. It was conducted by the teacher in the second meeting of cycle three. The students were doing their activities in the preparation corner. It was conducted by the teacher in the first meeting of cycle three. The students were doing their activities in the art corner. It was conducted by the teacher in the third meeting of cycle three. Some students of group B (Matahari) Fahimna Kindergarten Surakarta.
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Interview to the Students Interview 2 : ANS 1. Interviewer : Mbak Nisa suka ga belajar bahasa Inggris? S : 2. Interviewer:Kesulitan mbak Nisa apa dalam belajar bahasa Inggris melafalkan atau
mengartikannya dalam bahasa Indonesia? S : 3. Interviewer : Kalau meurut mbak Nisa waktu belajar bahasa Inggris perlu ditambah
tidak? S : 4. Interviewer: Mbak Nisa sudah hafal apa saja kata-kata dalam bahasa Inggris? S : 5. Interviewer: Kalau mbak Nisa belajar sambil bermain senang tidak? S : 6. Interviewer: Dalam belajar bahasa Inggris biasanya kegiatannya apa saja? S : 7. Interviewer: Yang paling disukai dalam belajar bahasa Inggris waktu kegiatan apa? S : 8. Interviewer: Yang paling tidak disukai waktu kegiatan apa? S : 9. Interviewer: Kalau belajar bahasa Inggris yang menyenanagkan yang bagaimana? S : 10.Interviewer: Kalau mengerjakan LKS suka ga? S : 11.Interviewer: Menurut mbak Nisa belajar sambil bermain suka ga? S : 12.Interviewer: Trima kasih ya? Selamat bermain dan belajar lagi! S :
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Interview to the Students Interview 2 : SJL 1. Interviewer : Mbak Nisa suka ga belajar bahasa Inggris? S : 2. Interviewer:Kesulitan mbak Nisa apa dalam belajar bahasa Inggris melafalkan atau
mengartikannya dalam bahasa Indonesia? S : 3. Interviewer : Kalau meurut mbak Nisa waktu belajar bahasa Inggris perlu ditambah
tidak? S : 4. Interviewer: Mbak Nisa sudah hafal apa saja kata-kata dalam bahasa Inggris? S : 5. Interviewer: Kalau mbak Nisa belajar sambil bermain senang tidak? S : 6. Interviewer: Dalam belajar bahasa Inggris biasanya kegiatannya apa saja? S : 7. Interviewer: Yang paling disukai dalam belajar bahasa Inggris waktu kegiatan apa? S : 8. Interviewer: Yang paling tidak disukai waktu kegiatan apa? S : 9. Interviewer: Kalau belajar bahasa Inggris yang menyenanagkan yang bagaimana? S : 10.Interviewer: Kalau mengerjakan LKS suka ga? S : 11.Interviewer: Menurut mbak Nisa belajar sambil bermain suka ga? S : 12.Interviewer: Trima kasih ya? Selamat bermain dan belajar lagi! S :
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Appendix 29
FOTO FOTO.
cc
Interview to the Students Interview 2 : Annisa 1. Interviewer : Mbak Nisa suka ga belajar bahasa Inggris? S : 2. Interviewer:Kesulitan mbak Nisa apa dalam belajar bahasa Inggris melafalkan atau
mengartikannya dalam bahasa Indonesia? S : 3. Interviewer : Kalau meurut mbak Nisa waktu belajar bahasa Inggris perlu ditambah
tidak? S : 4. Interviewer: Mbak Nisa sudah hafal apa saja kata-kata dalam bahasa Inggris? S : 5. Interviewer: Kalau mbak Nisa belajar sambil bermain senang tidak? S : 6. Interviewer: Dalam belajar bahasa Inggris biasanya kegiatannya apa saja? S : 7. Interviewer: Yang paling disukai dalam belajar bahasa Inggris waktu kegiatan apa? S : 8. Interviewer: Yang paling tidak disukai waktu kegiatan apa? S : 9. Interviewer: Kalau belajar bahasa Inggris yang menyenanagkan yang bagaimana? S : 10.Interviewer: Kalau mengerjakan LKS suka ga? S : 11.Interviewer: Menurut mbak Nisa belajar sambil bermain suka ga? S : 12.Interviewer: Trima kasih ya? Selamat bermain dan belajar lagi! S :
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DAFTAR MURID KELOMPOK B (MATAHARI) TK FAHIMNA SURAKARTA
Jl. Merapi No. 12 Manahan Surakarta. Phone (0271) 714 633
NO NAMA ANAK NAMA ORANG TUA
TEMPAT/ TGL LAHIR
ALAMAT
1. Annisa Shafa Kamila
Sugeng Suprapto Siti Rohmatin
Surakarta, 12 Juli 2003
Tanggulsari RT 2/18 No. 58. Telp. 58119174
2. Farid Hamman Murtidjono Nur Haniyati
Surakarta, 8 Maret 2003
Danukusuman RT 2/3 Surakarta. Telp. (0271)643 260
3. Adam Prasetyo Indranata
Sakkino Ehmiyati
Surakarta, 22 Januari 2003
Skip,RT.3/8 Kadipiro, Banjarsari, Surakarta. Telp 085842085303
4. Dammar Graha Buana
Joko Hartoyo Titik Sulastri
Surakarta, 18 Maret 2003
Jl. Pajajaran Utara 4 No.42 Sumber Telp. (0271)732285
5. Faizaladha Ibrahim
Dwianti Nikmmah
Karanganyar, 12 Desember 2003
Kedung lumbu RT 3/6 Telp. (0217) 639784
6. Muhammad Octa Pratama
Hendro Setiawan Niswahtul M
Semarang, 15 Oktober 2003
Sasono Mulyo Rt 1/2 Baluwarti Surakarta Telp. (0271)666874
7. Albie Husnie Riziq Nugroho
Mamat Sutisno Sri Lestari
Surakarta, 28 April 2003
Cinet, Gondangrejo, Karanganyar.
8. Yudistira Rafazaki Bandono
Bandono Bayu R Eni Maryani
Kudus, 20 November 2003
Jl. Argopuro No.4 Manahan Surakarta 08122819026
9. Fatimah Azzahra M. Ali Fahrurozi Siti Arofah
Surakarta, 14 Agustus 2003
Gedangan Permai Sector Blok E19B Telp. 7042880
10. Anisa’ Fijriati Wibisono
Siswantu Suyatmi
Suarakarta, 22 Mei 2003
Sukorejo Rt 8/16, Kadipiro, Surakarta, Telp. 7011312
11 Ridho Rizqi Amelia
Slamet Sugiharjo Eny Purwanti
Sukoharjo, 2 Maret 2003
Perum Banyuanyar Indah Blok A7 Rt. 3/12 Surakarta. 081329996565
12 Kharinna Maritza Zulfa
Yusa K Dwi Liana
Suarakarta, 9 September 2003
Jl. Aster No.9 Tumenggungan Telp. (0271) 71297113
13 Dzaky Yuliasaputra Wahyu Pratama
Pangarso Y Patriani W
Surakarta, 1 Juli 2003
Perum Tohudan Indah No. 17 Colomadu
14 Dzxaky A Tha Legawa
Hari Purwanto Nur Faizah
Surakarta, 23 September 2003
Jl. Jaya Wijaya No. 133B Busukan,
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Mojosongo. Telp. (0271) 702776
15 M. Iqbal Nuraviananda
Abdul Nuryadin Aritamulat
Surakarta, 19 Mei 2003
Permata hijau HH6, Blulukan, Colomadu Hp. 088867779853
16 Sang Akar Jagat Wibomo Tri J Endah Yuli R
Surakarta, 6 Oktober 2003
Grogolan Rt. 3 / 4 Ketelan, Banjarsari, Surakarta. Telp. (0271)645058
17 Zahid Nur Muhammad
Muhammad Aziz Rini Utami
Surakarta, 9 April 2003
Jl. Bone Timur II No. 42 Banyuanyar Surakarta.
18 Muhammad Husain
Sumarno Sri Warji
Surakarta, 14 April 2003
Sumber Rt. 1 / 12 Surakarta. Telp. (0271) 735967
19 Rona Izul Islami Rusdan Aziz Sri Rahayu
Surakarta, 28 Oktober 2003
Skip Rt. 6/8 Kadipiro, Banjarsari, Surakarta. Telp. (0271) 854956
20 Rivai Arva Irianto
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DAFTAR NILAI PRE TEST MURID KELOMPOK B (MATAHARI) TK FAHIMNA SURAKARTA
Jl. Merapi No. 12 Manahan Surakarta. Phone (0271) 714 633
NO NAMA ANAK PRONUNCIATION MEANING THE USE OF WORDS
NILAI RATA-RATA
1. Annisa Shafa Kamila
4 9 8 7
2. Farid Hamman 6 10 9 8.33 3. Adam Prasetyo
Indranata 1 5 3 3
4. Dammar Graha Buana
8 10 8 8.67
5. Faizaladha Ibrahim
4 10 4 6
6. Muhammad Octa Pratama
6 9 9 8
7. Albie Husnie Riziq Nugroho
6 10 7 7.67
8. Yudistira Rafazaki Bandono
6 10 8 8
9. Fatimah Azzahra 7 9 8 8 10. Annsa’ Fijriati
Wibisono 5 8 6 6.34
11 Ridho Rizqi Amelia
7 10 7 8
12 Kharinna Maritza Zulfa
6 10 8 8
13 Dzaky Yuliasaputra Wahyu Pratama
1 5 3 3
14 Dzxaky A Tha Legawa
5 7 7 6.34
15 M. Iqbal Nuraviananda
6 5 4 5
16 Sang Akar Jagat 5 7 7 6.34 17 Zahid Nur
Muhammad 5 7 7 6.34
18 Muhammad Husain
4 5 6 5
19 Rona Izul Islami 3 6 5 4.67 20 Rivai Arva Irianto 5 8 6 6.34 Rata-rata kelas 6.50
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Lesson Plan I of Cycle One
School : Fahimna Kindergarten
Class/Semester : TK B/II
Subject : English
Theme : Animals
Time : 1 x 60 minutes (3 meetings)
A. General Instructional Objective (GIO)
Classifying names of animals, plants and profession.
B. Specific Instructional Objectives (SIO) At the end of the lesson, the students are able to:
1) mention the member of pet. 2) mention the color of pet 3) mention the shape of pet.
C. Material Theme: Animals (pet) Member of pet: dog, cat, rabbit, cow and fish. The color of pet: white, black, brown, yellow and orange. The shape of pet: small and big. Question: What is this ? What color is it? Is it big or small? Answer : This is a … It is … It is … Song Kinds of pet Ikan fish Sapi cow Kupu-kupu butterfly Anjing dog Kucing cat Kelinci rabbit. D. Method Beyond Center and Circle Time Method. Asking and answering, playing games, singing, speech, telling story, and
learning by doing.
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E. Teaching Learning Process
Procedure Time Activities Material 10” Opening the class
(warming up) · Teacher greets the students. · Teacher checks students’
attendance. · Teacher asks students to sing a
song together. · Teacher asks students to
mention kinds of pet. · Teacher asks students who is
having a pet at home. · Teacher tells the topic they are
going to learn and play. That’s my pet.
Pictures of pet
10” Presentation (surviving the material)
· Teacher explains kinds of pet, (dog, cat, rabbit, cow and fish).
· Teacher explain the color and shape of pet (white, black, brown, yellow, and blue), shape : small and big.
· Teacher leads to read them and asks students to repeat after her.
· Teacher explains how to make a rabbit from cotton, how to make kinds of animals from paraffin, and how to color a cow.
Picture of pet
25” Practice (students Main Activities)
· Teacher divides students into three groups, the member of each group is six or seven.
· Teacher gives students paper, glum, cotton, paraffin and color pencils.
· For the first group students will make a rabbit from cotton.
· For second group students will make kinds of animals from paraffin.
· For the third group they will color a cow with color pencils.
· After finishing they will change each other for the first group move to the second group, etc.
· After finishing the teacher asks students to save the media on the right place, while sing a song.
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10” Production · Teacher gives some questions to some students randomly to tell what they have just learned and played.
· Teacher gives star to those who can answer the questions correctly.
· Teacher changes to another student if he/she can’t answer the question correctly.
· Teacher ask the students to mention member of pet randomly.
· Teacher gives star to those who can answer the questions correctly.
5” Closure · Teacher gives a change to those who don’t understand kinds of pet, to ask a question.
· Teacher remind the students to memorize kinds of pet at home.
· Teacher asks students to sing together.
· Teacher says good bye.
. G. Media
Picture of pet Miniature kinds of pet Paper, glum, cotton, color pencil, and paraffin. G. Sources BCCT Method, Internal Curriculum, and KBK Curriculum. I. Assesments (Evaluation)
1. The student who is played in three places is better. 2. . For the second activity teacher can get their scores by using the table.
NO Students’ Name making a rabbit from cotton
making kinds of animals from paraffin
coloring a cow with color pencils
Score
1.
10
2.
8
3.
5
4.
3
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5.
2
6.
0
3. For the third activities the teacher can get their score by using this range. The range can be: a. Completeness if the students are able to mention the member of pet correctly,
they will get 10 scores. b. Pronunciation if the students are able to pronounce them well, they will get 10 scores. 4. For the fourth activities the teacher can get their score by using this range. The range can be: a. For A, the students are able to mention material more than the target from indicator. b. For B, the students are able to mention material suitable to the target from indicator. c. For C, the students are able to mention a half material from the target from indicator. d. For D, the students are able to mention material less than a half from the target from indicator. e. For E, the students can’t do anything.
Evaluation. Question: What is this ?
What color is it? Is it big or small? Answer : This is a … It is …
It is …
Surakarta, February 2009 Classroom teacher Researcher Subur Supranoto, S.Pd Tuminah Head of Fahimna Kindergarten Rini Utami Aziz, S. Pd.
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Lesson Plan II of Cycle One
School : Fahimna Kindergarten
Class/Semester : TK B/II
Subject : English
Theme : Animals
Time : 1 x 60 minutes
A. General Instructional Objective (GIO)
Classifying names of animals, plants and profession.
B. Specific Instructional Objectives (SIO) At the end of the lesson, the students are able to:
1) mention the member of wild animals 2) mention places for living them. 3) mention the shape of them.
C. Material Theme: Animals (wild animals) Member of wild animals: tiger, lion, elephant, snake, and fox. Places for living them: the zoo and forest. The shape of wild animals: small and big. Question: What is this ? Where do they live? Is it big or small? Answer : This is a … It is … They live in … Song Kinds of wild animals Ular snake Srigala fox Si singa lion Anjing dog Macan tiger Gajah elephant. D. Method Beyond Center and Circle Time Method. Asking and answering, playing games, singing, speech, telling story, and
learning by doing.
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E. Teaching Learning Process
Procedure Time Activities Material 10” Opening the class
(warming up) · Teacher greets the students. · Teacher checks students’
attendance. · Teacher asks students to sing a
song together. · Teacher asks students to
mention kinds of wild animals. · Teacher asks students where do
they live . · Teacher tells the topic they are
going to learn and play. That’s wild animals.
Pictures of wild animals.
10” Presentation (surviving the material)
· Teacher explains kinds of wild animals, (tiger, lion, fox, snake, and elephant).
· Teacher explain where they live, (zoo and forest), shape : small and big.
· Teacher leads to read them and asks students to repeat after her.
· Teacher explains how to make the zoo and how to make the forest.
Picture of wild animals.
25” Practice (students Main Activities)
· Teacher divides students into three groups, the member of each group is six or seven.
· Teacher asks the students to go to block corner.
· For the first group students will make a zoo from beam wood.
· For second group students will make a forest from beam wood.
· For the third group they will make the zoo from beam wood.
· After finishing they will tell to the friends about their work .
· After finishing the teacher asks students to save the beam wood on the right place, while sing a song.
10” Production · Teacher gives some questions to some students randomly to tell what they have just learned and played.
· Teacher gives star to those who can answer the questions correctly.
· Teacher changes to another student if he/she can’t answer the question correctly.
· Teacher ask the students to mention member of wild animals randomly.
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· Teacher gives star to those who can answer the questions correctly.
5” Closure · Teacher gives a change to those who don’t understand kinds of wild animals, to ask a question.
· Teacher remind the students to memorize kinds of wild animals at home.
· Teacher asks students to sing a song together.
· Teacher says good bye.
F. Media Picture of wild animals Miniature kinds of animals and plants Beam wood. (coloring and natural). G. Sources BCCT Method, Internal Curriculum and Curriculum KBK. H. Assesments (Evaluation)
1. First, the student who is able to finish the task is better. 2. For the second activity teacher can get their scores by using the table.
NO Students’ Name Making the zoo from beam wood
Making the forest from beam wood
Making the zoo from beam wood
Score
1.
10
2.
8
3.
5
4.
3
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5.
2
6.
0
3. For the third activities the teacher can get their score by using this range. The range can be: a. Completeness if the students are able to mention the member of wild animals
correctly, they will get 10 scores. b. Pronunciation if the students are able to pronounce them well, they will get 10 scores. 4. For the fourth activities the teacher can get their score by using this range. The range can be: a. For A, the students are able to mention material more than the target from indicator. b. For B, the students are able to mention material suitable to the target from indicator. c. For C, the students are able to mention a half material from the target from indicator. d. For D, the students are able to mention material less than a half from the target from indicator. e. For E, the students can’t do anything.
Evaluation. Question: What is this ?
Is it big or small? Where do they live? Answer : This is a … It is …
They live in …
Surakarta, February 2009 Classroom teacher Researcher Subur Supranto, S.Pd Tuminah Head of Fahimna Kindergarten Rini Utami Aziz, S. Pd.
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Lesson Plan III of Cycle One
School : Fahimna Kindergarten
Class/Semester : TK B/II
Subject : English
Theme : Animals
Time : 1 x 60 minutes
A. General Instructional Objective (GIO)
Classifying names of animals, plants and profession.
B. Specific Instructional Objectives (SIO) At the end of the lesson, the students are able to:
1) mention the member of cattle. 2) mention food for feeding them. 3) mention the shape of them.
C. Material Theme: Animals (cattle) Member of cattle: cow, goat, rabbit, horse, and buffalo. Food for feeding them: grass and leafs. The shape of cattle: small and big. Question: What is this ? Is it big or small?
What is their food?
Answer : This is a … It is … They eat … Song Kinds of cattle Kuda horse Sapi cow Kerbau-kerbau buffalos Kambing goat Ikan fish Kelinci rabbit. D. Method Beyond Center and Circle Time Method. Asking and answering, playing games, singing, speech, telling story, and
learning by doing. E. Teaching Learning Process
Procedure Time Activities Material
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10” Opening the class (warming up)
· Teacher greets the students. · Teacher checks students’
attendance. · Teacher asks students to sing a
song together. · Teacher asks students to
mention kinds of cattle. · Teacher asks students what is
their food . · Teacher tells the topic they are
going to learn and play. That’s cattle.
Pictures of cattle.
10” Presentation (surviving the material)
· Teacher explains kinds of cattle, (cow, goat, horse, rabbit and buffalo).
· Teacher explains what they eat, (grass and leaf), shape : small and big.
· Teacher leads to read them and asks students to repeat after her.
· Teacher explains how to look at a small cattle using mini microscope, how to pound rice and how things will sink and afloat.
Picture of cattle.
25” Practice (students Main Activities)
· Teacher divides students into three groups, the member of each group is six or seven.
· Teacher asks the students to go to the yard in nature corner.
· For the first group students will pound the rice in the mortar.
· For second group students will make simple experiment for things sink and afloat.
· For the third group they will look at the small things using mini microscope.
· After finishing they will change each other for the first group move to the second group, etc.
· After finishing their activities the teacher asks students to save the media on the right place, while sing a song.
10” Production · Teacher gives some questions to some students randomly to tell what they have just learned and played.
· Teacher gives star to those who can answer the questions correctly.
· Teacher changes to another student if he/she can’t answer the question correctly.
· Teacher ask the students to mention member of cattle randomly.
· Teacher gives star to those who
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can answer the questions correctly.
5” Closure · Teacher gives a change to those who don’t understand kinds of cattle, to ask a question.
· Teacher remind the students to memorize kinds of cattle at home.
· Teacher asks students to sing a song together.
· Teacher says good bye.
F. Media Pictures of cattle Miniature kinds of cattle Mini microscope, small mortar, small plates. Paper, plastic, iron, cork, wood, big bottle of water. F. Sources BCCT Method, Internal Curriculum and KBK Curriculum . H. Assessments (Evaluation)
1. First, the student who is able to finish the task is better. 2. For the second activity teacher can get their scores by using the table.
NO Students’ Name pounding the hulled rice in the small mortar.
making simple experiment for things sink and afloat.
looking at the small things using mini microscope
Score
1.
10
2.
8
3.
5
4.
3
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5.
2
6.
0
3. For the third activities the teacher can get their score by using this range. The range can be: a. Completeness if the students are able to mention the member of wild animals
correctly, they will get 10 scores. b. Pronunciation if the students are able to pronounce them well, they will get 10
scores. 4. For the fourth activities the teacher can get their score by using this range. The range can be: a. For A, the students are able to mention material more than the target from indicator. b. For B, the students are able to mention material suitable to the target from indicator. c. For C, the students are able to mention a half material from the target from indicator. d. For D, the students are able to mention material less than a half from the target from
indicator. e. For E, the students can’t do anything.
Evaluation. Question: What is this ? Is it big or small? What do they eat? Answer : This is a … It is …
They eat … Surakarta, February 2009 Classroom teacher Researcher Subur Supranoto, S.Pd Tuminah Head of Fahimna Kindergarten Rini Utami Aziz, S. Pd.
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Lesson Plan I of Cycle Two
Level : 0/Kindergarten
Class/Semester : TK B/1
Subject : English
Time : 1 x 60 minutes
A. Objectives 1. General Instructional Objective (GIO)
Classifying member of animals, plants, and profession. 2. Specific Instructional Objectives (SIO) At the end of the lesson, the students are able to: 1) mention names of fruits 2) mention shape of fruits 3) mention taste of fruits
B. Material Theme: Plants. (kinds of fruits) Kinds of fruits: water melon, avocado, banana, papaya, and apple. The shape of plant: big and small. The taste of fruits: sweet and sour Question: What is this ? Is it big or small?
How is the taste?
Answer : This is a … It is … The taste is …
Song Kinds of Fruits
Water melon, Avocado Banana 2x Papaya, tomato 2x Fruit salak 2x D. Method Beyond Center and Circle Time Method. Asking and answering, playing games, singing, speech, telling story, and
learning by doing.
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E. Teaching Learning Process
Procedure Time Activities Material 10” Opening the class
(warming up) · Teacher greets the students. · Teacher checks students’
attendance. · Teacher asks students to sing a
song together. · Teacher asks students to
mention kinds of fruits. · Teacher asks students what is
their shape and taste . · Teacher tells the topic they are
going to learn and play. That’s kinds of fruits.
Pictures of fruits.
10” Presentation (surviving the material)
· Teacher explains kinds of fruits, (water melon, avocado, banana, papaya, and apple)
· Teacher explains what is their taste, (sweet and sour ), shape : small and big.
· Teacher leads to read them and asks students to repeat after her.
· Teacher explains how to take picture with number or alphabet, how to weigh fruits using fruits scale, how to puncture picture of apple and how to make a tassel from geometry shape.
Picture of fruits.
25” Practice (students Main Activities)
· Teacher divides students into four groups, the member of each group is four or six.
· Teacher asks the students to go to the preparation corner.
· For the first group students will take picture suitable to its number or alphabet.
· For second group students will weigh fruits using fruits scale.
· For the third group they will puncture picture of apple.
· For the last group they will make a tassel from geometry shape.
· After finishing they will change each other for the first group move to the second group, etc.
· After finishing their activities the teacher asks students to save the media on the right place, while sing a song.
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10” Production · Teacher gives some questions to some students randomly to tell what they have just learned and played.
· Teacher gives star to those who can answer the questions correctly.
· Teacher changes to another student if he/she can’t answer the question correctly.
· Teacher ask the students to mention member, taste, shape of fruits, randomly.
· Teacher gives star to those who can answer the questions correctly.
5” Closure · Teacher gives a change to those who don’t understand kinds of fruits, to ask a question.
· Teacher remind the students to memorize kinds of fruits at home.
· Teacher asks students to sing a song together.
· Teacher says good bye.
. F. Media Pictures of fruits. Miniature kinds of fruits from plastic. Mini fruit scale, small nail, shapes of geometry, big thread. Paper, glum, fresh fruits, small board. F. Sources BCCT Method, Internal Curriculum and KBK Curriculum .
D. Assesments (Evaluation) 1. The student who is played in three places is better. 2. For the second activity teacher can get their scores by using the table.
NO NAME taking picture suitable to its number or alphabet.
weighing fruits using fruits scale
puncturing picture of apple.
SCORE
1.
10
2.
8
3.
5
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4.
3
5.
2
6.
0
3. For the third activities the teacher can get their score by using this range. The range can be: a. Completeness if the students are able to mention five kinds fruits , they will get
10 scores. b. Pronunciation if the students are able to pronounce them well, they will get 10 scores. 4. For the fourth activities the teacher can get their score by using this range. The range can be: a. For A, the students are able to mention material more than the target from indicator. b. For B, the students are able to mention material suitable to the target from indicator. c. For C, the students are able to mention a half material from the target from indicator. d. For D, the students are able to mention the material less than a half from the target from
indicator. e. For E, the students can’t do anything.
Evaluation. Question: What is this ? Is it big or small?
How is the taste?
Answer : This is a … It is … The taste is … Surakarta, February 2009 Classroom teacher Researcher Subur Supranoto, S.Pd Tuminah Head of Fahimna Kindergarten Rini Utami Aziz, S. Pd.
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Lesson Plan II of Cycle Two
Level : 0/Kindergarten Class/Semester : TK B/1
Subject : English
Time : 1 x 60 minutes
A. Objectives 1. General Instructional Objective (GIO)
Classifying member of animals, plants, and profession. 2. Specific Instructional Objectives (SIO) At the end of the lesson, the students are able to: 1) mention kinds of vegetables 2) mention colors of vegetables 3) mention taste of vegetables
B. Material Theme: Plants. (kinds of vegetables) Kinds of vegetables: carrot, chili, corn, spinach, and potato. The color of vegetables: green, yellow, red, and orange. The taste of fruits: sweet and delicious. Question: What is this ? What color is it?
How is the taste?
Answer : This is a … It is … The taste is …
Poem Kinds of Vegetables.
I like spinach and carrot They make us grow and smart The spinach is green The carrot is orange They are vegetables. D. Method Beyond Center and Circle Time Method. Asking and answering, playing games, singing, speech, telling story, and
learning by doing.
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E. Teaching Learning Process
Procedure Time Activities Material 10” Opening the class
(warming up) · Teacher greets the students. · Teacher checks students’
attendance. · Teacher asks students to sing a
song together. · Teacher asks students to
mention kinds of vegetables. · Teacher asks students what are
their color and taste . · Teacher tells the topic they are
going to learn and play. That’s kinds of vegetables.
Pictures of vegetables.
10” Presentation (surviving the material)
· Teacher explains kinds of vegetables, (carrot, chili, corn, spinach, and potato)
· Teacher explains what is their taste, (sweet and delicious), color : green, yellow, red, and orange
· Teacher leads to read them and asks students to repeat after her.
· Teacher explains how to buy and sell vegetables, how to cook spinach and corn, and how to serve them for the family.
Picture of vegetables.
25” Practice (students Main Activities)
· Teacher divides students into three groups, the member of each group is four or six.
· Teacher asks the students to go to role play corner.
· For the first group students will buy and sell the spinach and corns.
· For second group students will cook them.
· For the third group they will serve them for the family.
· For the last group they will be guests for the family.
· After finishing their activities the teacher asks students to save the media on the right place, while sing a song.
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10” Production · Teacher gives some questions to some students randomly to tell what they have just learned and played.
· Teacher gives star to those who can answer the questions correctly.
· Teacher changes to another student if he/she can’t answer the question correctly.
· Teacher ask the students to mention member, taste, color of vegetables, randomly.
· Teacher gives star to those who can answer the questions correctly.
5” Closure · Teacher gives a change to those who don’t understand kinds of fruits, to ask a question.
· Teacher remind the students to memorize kinds of vegetables at home.
· Teacher asks students to sing a song together.
· Teacher says good bye.
. F. Media Pictures of vegetables. Fresh vegetables (spinach and corn) Plastic, nampan, kompor, panic, tempat sayur. Piring, sendok, meja makan, serbet.
F. Sources BCCT Method, Internal Curriculum and KBK Curriculum .
D. Assesments (Evaluation) 1. The student who is played in three places is better. 2. For the second activity teacher can get their scores by using the table.
NO NAME buying and selling the spinach and corns.
Cooking spinach and corn
Serving spinach and corn for the family
SCORE
1.
10
2.
8
3.
5
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4.
3
5.
2
6.
0
3. For the third activities the teacher can get their score by using this range. The range can be: a. Completeness if the students are able to mention five kinds vegetables , they will
get 10 scores. b. Pronunciation if the students are able to pronounce them well, they will get 10 scores. 4. For the fourth activities the teacher can get their score by using this range. The range can be: a. For A, the students are able to mention material more than the target from indicator. b. For B, the students are able to mention material suitable to the target from indicator. c. For C, the students are able to mention a half material from the target from indicator. d. For D, the students are able to mention the material less than a half from the target from
indicator. e. For E, the students can’t do anything.
Evaluation. Question: What is this ? What color is it?
How is the taste?
Answer : This is a … It is … The taste is … Surakarta, February 2009 Classroom teacher Researcher Subur Supranoto, S.Pd Tuminah Head of Fahimna Kindergarten Rini Utami Aziz, S. Pd.
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Lesson Plan III of Cycle Two
Level : 0/Kindergarten Class/Semester : TK B/1
Subject : English
Time : 1 x 60 minutes
A. General Instructional Objective (GIO)
Classifying names of animals, plants and profession. B. Specific Instructional Objectives (SIO)
At the end of the lesson, the students are able to: 1) mention the part of plants 2) mention the shape of plants 3) mention the advantages of plants
C. Material Theme: Plants. (part of plants) Part of plants: root, flower, leaf, fruit, and pole. The shape of plant: tall and short. The advantages of plants: its fruit for eating. Question: What is this ? Is it tall or short?
What is the advantage of plants?
Answer : This is a … It is … Its fruit for … Claps for plants Tepuk pohon claps 3x Di bawah claps 3x ada akar root Di atas claps 3x ada bunga flower. Samping kiri claps 3x ada daun leaf. Samping kanan claps 3x ada buah fruit. Di tengah claps 3x ada batang pole. D. Method Beyond Center and Circle Time Method. Asking and answering, playing games, singing, speech, telling story, and
learning by doing. E. Teaching Learning Process
Procedure Time Activities Material
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10” Opening the class (warming up)
· Teacher greets the students. · Teacher checks students’
attendance. · Teacher asks students to sing a
song together. · Teacher asks students to
mention the part of plant. · Teacher asks students what are
their shape. · Teacher tells the topic they are
going to learn and play. That’s part of plant.
Pictures of plant.
10” Presentation (surviving the material)
· Teacher explains the part of plant. (root, flower, leaf, fruit, and pole)
· Teacher explains what is the advantage of plant (its fruit for eating) shape : small and big.
· Teacher leads to read them and asks students to repeat after her.
· Teacher explains how to make some buildings and park from bean wood.
Picture of plant.
25” Practice (students Main Activities)
· Teacher divides students into three groups, the member of each group is six or seven.
· Teacher asks the students to go to the yard in nature corner.
· For the first group students will make some building and park from bean wood.
· For second group students will make some buildings and park from bean wood.
· For the third group they will make some buildings and park from bean wood.
· After finishing their activities
the teacher asks students to save the media on the right place, while sing a song.
10” Production · Teacher gives some questions to some students randomly to tell what they have just learned and played.
· Teacher gives star to those who can answer the questions correctly.
· Teacher changes to another student if he/she can’t answer the question correctly.
· Teacher ask the students to mention part of plants randomly.
· Teacher gives star to those who can answer the questions
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correctly.
5” Closure · Teacher gives a change to those who don’t understand parts of plant, to ask a question.
· Teacher remind the students to memorize part of plant at home.
· Teacher asks students to sing a song together.
· Teacher says good bye.
F. Media Picture part of plant. Miniature kinds of plants Miniature kinds of car Tripleks as alas for playing bean wood Bean wood (coloring and natural) F. Sources BCCT Method, Internal Curriculum and KBK Curriculum .
D. Assesments (Evaluation) 1. The student who is able to make garden and park and give presentation is better. 2. For the second activity teacher can get their scores by using the table.
NO Name Making building and park from bean wood
Making building and park from bean wood
Presentation Score
1.
10
2.
8
3.
5
4.
3
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5.
2
6.
0
3. For the third activities the teacher can get their score by using this range. The range can be: a. Completeness if the students are able to mention part of plant correctly,
they will get 10 scores. b. Pronunciation if the students are able to pronounce them well, they will get
10 scores. 4. For the fourth activities the teacher can get their score by using this range. The range can be: a. For A, the students are able to arrange building and park and give good presentation
more than the target from indicator. b. For B, the students are able to arrange building and park or garden and give good
presentation suitable to the target from indicator. c. For C, the students are able to arrange building and park or garden and give little
presentation. d. For D, the students are able to arrange building and park or garden and give little
presentation less than a half from the target from indicator. e. For E, the students can’t do anything.
Evaluation. Question: What is this ? Is it tall or short?
What is the advantage of plants?
Answer : This is a … It is … Its fruit for … Surakarta, February 2009 Classroom teacher Researcher Subur Supranoto, S.Pd Tuminah Head of Fahimna Kindergarten Rini Utami Aziz, S. Pd.
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Lesson Plan I of Cycle Three
Level : 0/Kindergarten
Class/Semester : TK B/1
Subject : English
Time : 1 x 60 minutes
A. Objectives 1. General Instructional Objective (GIO)
Classifying member of animals, plants, and profession. 2. Specific Instructional Objectives (SIO) At the end of the lesson, the students are able to: 1) mention names of profession in the village 2) mention place for its working
B. Material Theme: Profession. (kinds of profession in the village)
Kinds of profession in the village: farmer, fisherman, batik painter, carpenter, and tailor.
Places for its working: farm, house, beach. Question: Who is she/he ?
Where does he/she work?
Answer : She/he is a … She/he work in …
Story A good farmer Dibuat cerita pendek tentang kehidupan seorang petani. D. Method Beyond Center and Circle Time Method. Asking and answering, playing games, singing, speech, telling story, and
learning by doing. E. Teaching Learning Process
Procedure Time Activities Material
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10” Opening the class (warming up)
· Teacher greets the students. · Teacher checks students’
attendance. · Teacher asks students to listen a
song together. · Teacher asks students to
mention kinds of profession in the village.
· Teacher asks students where does she/he work .
· Teacher tells the topic they are going to learn and play. That’s kinds of profession in the village.
Pictures of common jobs in the village.
10” Presentation (surviving the material)
· Teacher explains kinds of profession in the village, (farmer, fisherman, batik painter, carpenter, and tailor).
· Teacher explains where they go to working, (farm, house, and beach ).
· Teacher leads to read them and asks students to repeat after her.
· Teacher explains how to apply a color picture kinds of profession, how to play puzzle of profession, and how to cut picture of profession.
Pictures of common jobs in the village .
25” Practice (students Main Activities)
· Teacher divides students into three groups, the member of each group is six or seven.
· Teacher asks the students to go to the art corner.
· For the first group students will apply a color picture kinds of profession.
· For second group students will play puzzle of profession.
· For the third group they will cut picture of profession.
· After finishing they will change each other for the first group move to the second group, etc.
· After finishing their activities the teacher asks students to save the media on the right place, while sing a song.
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10” Production · Teacher gives some questions to some students randomly to tell what they have just learned and played.
· Teacher gives star to those who can answer the questions correctly.
· Teacher changes to another student if he/she can’t answer the question correctly.
· Teacher ask the students to mention kinds of common job in the village randomly.
· Teacher gives star to those who can answer the questions correctly.
5” Closure · Teacher gives a change to those who don’t understand kinds of fruits, to ask a question.
· Teacher remind the students to memorize kinds of common job in the village at home.
· Teacher asks students to sing a song together.
· Teacher says good bye.
. E. Media Pictures of kinds of profession in the village. Scissors, puzzle, color pencils, paper. F. Sources BCCT Method, Internal Curriculum and KBK Curriculum .
D. Assesments (Evaluation) 1. The student who is played in three places is better. 2. For the second activity teacher can get their scores by using the table.
No. Name applying a color picture kinds of profession
playing puzzle of profession.
cutting picture of profession.
Score
1.
10
2.
8
3.
5
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4.
3
5.
2
6.
0
3. For the third activities the teacher can get their score by using this range. The range can be: a. Completeness if the students are able to mention five kinds of profession in the
village , they will get 10 scores. b. Pronunciation if the students are able to pronounce them well, they will get 10 scores. 4. For the fourth activities the teacher can get their score by using this range. The range can be: a. For A, the students are able to mention profession more than the target from indicator. b. For B, the students are able to mention profession suitable to the target from indicator. c. For C, the students are able to mention a half profession from the target from indicator. d. For D, the students are able to mention profession less than a half from the target from
indicator. e. For E, the students can’t do anything.
Evaluation. Question: Who is she/he ?
Where does he/she work?
Answer : She/he is a … She/he work in … Surakarta, March 17th, 2009 Classroom teacher Researcher Subur Supranoto, S.Pd Tuminah Head of Fahimna Kindergarten Rini Utami Aziz, S. Pd.
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Lesson Plan II of Cycle Three
Level : 0/Kindergarten Class/Semester : TK B/1
Subject : English
Time : 1 x 60 minutes
A. Objectives 1. General Instructional Objective (GIO)
Classifying member of animals, plants, and profession. 2. Specific Instructional Objectives (SIO) At the end of the lesson, the students are able to: 1) mention kinds of profession in the city 2) mention place for its working
B. Material Theme: Profession. (kinds of profession in the city) Kinds of profession in the city: teacher, doctor, driver, pilot, and nurse. Places for its working: school, hospital, airport, and office. Question: Who is he/she ?
Where does he/she work?
Answer : He/she is a … He /she works in …. Games. (centranya main peran di rumah sakit) Situation in the hospital (dibuat permainan) D. Method Beyond Center and Circle Time Method. Asking and answering, playing games, singing, speech, telling story, and
learning by doing. E. Teaching Learning Process
Procedure Time Activities Material 10” Opening the class
(warming up) · Teacher greets the students. · Teacher checks students’
attendance. · Teacher asks students to play
games together. · Teacher asks students to
mention kinds of profession in the city.
· Teacher asks students where does she/he work .
· Teacher tells the topic they are going to learn and play. That’s kinds of professions in the city.
Pictures of profession in the city.
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10” Presentation (surviving the material)
· Teacher explains kinds of profession in the city, (teacher, doctor, driver, pilot, and nurse)
· Teacher explains where does she/he work, (school, hospital, airport, and office).
· Teacher leads to read them and asks students to repeat after her.
· Teacher explains how to be a doctor, patients, nurse in the hospital).
Picture of profession in the city.
25” Practice (students Main Activities)
· Teacher divides students into three groups, the member of each group is four or six.
· Teacher asks the students to go to role play corner.
· For the first group students will be doctors.
· For second group students will be patients.
· For the third group they will be nurses.
· After finishing their activities the teacher asks students to save the media on the right place, while sing a song.
Uniform of doctor, nurse, and patients.
10” Production · Teacher gives some questions to some students randomly to tell what they have just learned and played.
· Teacher gives star to those who can answer the questions correctly.
· Teacher changes to another student if he/she can’t answer the question correctly.
· Teacher ask the students to mention kinds of profession in the city and places for its working randomly.
· Teacher gives star to those who can answer the questions correctly.
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5” Closure · Teacher gives a change to those who don’t understand kinds of profession in the city, to ask a question.
· Teacher remind the students to memorize kinds of profession in the city at home.
· Teacher asks students to sing a song together.
· Teacher says good bye.
. F. Media Pictures of kinds of profession in the city.. Uniform for doctors and nurses. Miniature facilities in the hospital.
F. Sources BCCT Method, Internal Curriculum and KBK Curriculum .
G. Assesments (Evaluation) 1. The student who is able to practice her/his role is better. 2. For the second activity teacher can get their scores by using the table.
No Name Being doctors.
Being nurses
Being patients
Score
1.
10
2.
8
3.
5
4.
3
5.
2
6.
0
3. For the third activities the teacher can get their score by using this range.
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The range can be: a. Completeness if the students are able to mention five kinds of profession in
the city , they will get 10 scores. b. Pronunciation if the students are able to pronounce them well, they will get
10 scores. 4. For the fourth activities the teacher can get their score by using this range. The range can be: a. For A, the students are able to mention profession more than the target from indicator. b. For B, the students are able to mention profession suitable to the target from indicator. c. For C, the students are able to mention a half profession from the target from indicator. d. For D, the students are able to mention profession less than a half from the target
from indicator. e. For E, the students can’t do anything.
E. Evaluation. Question: Who is he/she ?
Where does he/she work?
Answer : He/she is a … He /she works in …. Surakarta, March 20th, 2009 Classroom teacher Researcher Subur Supranoto, S.Pd Tuminah Head of Fahimna Kindergarten Rini Utami Aziz, S. Pd.
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Lesson Plan III of Cycle Three
Level : 0/Kindergarten Class/Semester : TK B/1
Subject : English
Time : 1 x 60 minutes
A. General Instructional Objective (GIO)
Classifying names of animals, plants and profession. B. Specific Instructional Objectives (SIO)
At the end of the lesson, the students are able to: 1) mention kinds of profession in the country. 2) mention name of president and vice presidents.
C. Material Theme: Profession. (profession in the country) Profession in the country: president, vice president, ministers. Presidents is Mr. Susilo Bambang Yudhayono. Vice president is Mr. Yusuf Kalla. Question: Mention kinds of profession in the country? Who is our president? Who is our vice president?
Answer : President and his/her vice and minister. Mr. SBY.
Mr. Yusuf Kalla.
Games (dibuat game sederhana untuk ini bisa zip zap zoom). D. Method Beyond Center and Circle Time Method. Asking and answering, playing games, singing, speech, telling story, and
learning by doing. E. Teaching Learning Process
Procedure Time Activities Material 10” Opening the class
(warming up) · Teacher greets the students. · Teacher checks students’
attendance. · Teacher asks students to play a
game together. · Teacher asks students to
mention name of president and his vice.
· Teacher asks students who is helped them.
· Teacher tells the topic they are going to learn and play. That’s profession in the country.
Pictures of president and vice president.
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10” Presentation (surviving the material)
· Teacher explains the name of president and his vice. (Mr. SBY and Mr. Yusuf Kalla).
· Teacher explains who is helped them (ministers). Teacher leads to read them and asks students to repeat after her.
· Teacher explains how to make some buildings and park from bean wood.
Picture of president and vice president.
25” Practice (students Main Activities)
· Teacher divides students into three groups, the member of each group is six or seven.
· Teacher asks the students to go to preparation corner.
· For the first group students will match between flag and country..
· For second group students will match number and account of things.
· For the third group they will menjahit the picture of monas
· After finishing their activities the teacher asks students to save the media on the right place, while sing a song.
10” Production · Teacher gives some questions to some students randomly to tell what they have just learned and played.
· Teacher gives star to those who can answer the questions correctly.
· Teacher changes to another student if he/she can’t answer the question correctly.
· Teacher ask the students to mention kinds of profession in the country randomly.
· Teacher gives star to those who can answer the questions correctly.
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5” Closure · Teacher gives a change to those who don’t understand profession in the country, to ask a question.
· Teacher remind the students to memorize profession in the country at home.
· Teacher asks students to sing a song together.
· Teacher says good bye.
F. Media Picture of president and vice president. Picture of minister. F. Sources BCCT Method, Internal Curriculum and KBK Curriculum .
D. Assesments (Evaluation) 1. The student who is able to make garden and park and give presentation is better. 2. For the second activity teacher can get their scores by using the table.
NO Name matching between flag and its country
match number and account of things.
menjahit the picture of monas
Score
1.
10
2.
8
3.
5
4.
3
5.
2
6.
0
3. For the third activities the teacher can get their score by using this range. The range can be: a. Completeness if the students are able to mention kinds of profession in the
country correctly, they will get 10 scores. b. Pronunciation if the students are able to pronounce them well, they will get
10 scores.
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4. For the fourth activities the teacher can get their score by using this range. The range can be: a. For A, the students are able to mention kinds of profession in the country and give
good presentation more than the target from indicator. b. For B, the students are able to mention kinds of profession in the country and give
good presentation suitable to the target from indicator. c. For C, the students are able to mention kinds of profession in the country and give
little presentation. d. For D, the students are able to mention kinds of profession in the country and give
little presentation less than a half from the target from indicator. e. For E, the students can’t do anything.
Evaluation. Question: Mention kinds of profession in the country? Who is our president? Who is our vice president?
Answer : President and his/her vice and minister. Mr. SBY.
Mr. Yusuf Kalla. Surakarta, February 2009 Classroom teacher Researcher Subur Supranoto, S.Pd Tuminah Head of Fahimna Kindergarten Rini Utami Aziz, S. Pd.
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Blue Print
No. BCCT Part of speech
Vocabulary Aspects
(Penny Ur)
Meaning The use of words
Pronunciation
1. Art corner Block corner Role play corner (Noun)
1,2,3,4,5, 6,7,8,9,10,
2. Nature corner Block corner Role play corner (Noun)
11,12,13,14,15,
16,17,18,19,20.
3. Preparation corner Role play corner Art corner (Noun)
21,22,23,24,25
26,27,28,29,30.
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The key of pre test
A. The use of words aspect. 1. b 2. a 3. b 4. a. 5. b 6. a 7. a 8. b 9. b 10.b B. Meaning aspect 1. a crocodile 2. a tiger 3. a rabbit 4. a cow 5. a duck 6. a rarrot 7. spinach 8. papaya 9. grapes 10.pineapple C. Pronunciation aspect 1. It is a cow. 2. It is a tiger. 3. It is white. 4. It is red. 5. It is leaf. 6. Spinach. 7. Two apples. 8. It is orange. 9. It is banana 10.It is tomato.
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Hari /tanggal : Februari 2009 Waktu : 10.00 - 11.00 (60 menit) Prog / Smt. : TK B / I Guru / Obseever : ………………………….. Rekaman Fakta Kegiatan guru
Pengelolaan KBM Penjelasan Strategi bertanya dan penunjukan giliran Cara guru memberikan model Cara guru menjawab pertanyaan
Kegiatan Siswa
Cara siswa mengajukan pertanyaan Cara siswa menjawab pertanyaan Penguasaan materi Cara siswa merespon penjelasan KBM Kemajuan siswa
Lain-lain
Temuan lain yang selain disebutkan diatas
Makna Fakta : Suggestions for improving teaching-learning process for the next meeting (the material, the teacher, activity, etc.)
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